A Study On The Correlation Between Lexical Chunks Acquisition And English Writing Scores In Junior High School

The concept of lexical chunks was first proposed by Becker,and Michael Lewis further explained and clarified the theory in his book The Lexical Approach.Lexical chunks have the duality of form and function,which integrate the multiple advantages of grammar,semantics and context,and gradually develop into a new teaching mode.Therefore,the lexical chunking teaching has a strong impact on the traditional teaching mode.Linguists,represented by Lewis,have put forward the teaching mode based on lexical chunks.Because lexical chunks have multiple advantages,they can make up for the problems of traditional teaching mode collocation errors,word usage errors and language coherence errors.Therefore,lexical chunking teaching is considered to be the most optimal teaching method.At present,teaching pays more attention to input and weakens output,which leads to the obvious shortage of students’ language output ability.Lexical chunks are very important in middle school students’ English writing.Foreign educators have wisely put forward the application of lexical chunking teaching to English writing,and have achieved certain results.But at present,because the teaching theory is not perfect and lacks specific teaching strategies and teaching methods,it is difficult for educators to practice.Moreover,most of the research on the theory of lexical chunks is based on advanced English learners,and less attention is paid to elementary and intermediate English learners.And it is studied from the perspective of teachers,not students.Based on the author’s teaching experience and observation and understanding of junior high school students,the author deeply realizes that we should pay more attention to primary and intermediate learners,take students as research objects,and conduct investigations and researches from the actual situation.The researchers have put forward targeted suggestions and effective solutions about lexical chunking teaching.This paper is mainly based on Lewis’ lexical chunking theory.The main research methods are text analysis,questionnaire and interview.The research text is based on the English writing materials in the joint entrance examination of the five schools in Huaibei City.It mainly explores the gaps in the application of lexical chunks between high-group and low-group students,as well as students’ problems in English writing.I find out the reasons and the problems in English writing,and actively seek solutions to provide targeted suggestions for the front-line teachers.The study found that,in terms of lexical chunks,the high-group students used lexical chunks more frequently than the low-group students.There are also significant differences in the distribution of the use of various lexical chunks in high-group and low-group compositions.Through the T test,it is found that there are significant differences between various lexical chunks,especially between polywords and collocations.Through Pearson correlation coefficient analysis,it is concluded that there is a positive correlation between the use of lexical chunks in junior high school students’ composition and their English composition scores.Therefore,in the teaching of English writing,teachers should realize the lexical chunks are important;actively use the spiral upward teaching method;reasonably change the teaching strategy;and be good at cultivating students’ initiative in learning.This not only meets the requirements of the new English curriculum standard,but also has a positive effect on the improvement of students’ English writing performance.