The Application Of Chunk Theory To English Writing In Senior High School

Writing can intuitively reflect students’ use of vocabulary,grammar and discourse organization,and it is the embodiment of students’ writing ability.However,for most senior high school students,writing is a difficult point in their English learning,and they often make mistakes in syntax,grammar,semantics and discourse,which makes them confused in thinking and structure.In order to solve the problems,the author found that lexical chunks can improve learners’ language expression ability.Lexical chunks are composed of multi-word words with relatively fixed meanings and certain grammatical,pragmatic and textual functions.Since lexical chunks are composed of vocabulary and grammar,there is no need for vocabulary and grammar analysis when using,which greatly shortens the time of language processing.At the same time,lexical chunks are grammatical words that can improve the accuracy and authenticity of language expression.Based on this,In order to explore the effectiveness of lexical chunks,this study uses a questionnaire survey method to investigate the writing attitude of 80 students in the first grade of a normal high school in Huaibei,and the author collects lexical chunks in students’ five compositions to explore the changes in the use of lexical chunks.In addition,the English writing scores of the students in the first joint entrance examination and the final examination are also collected.This research mainly uses some analysis methods in SPSS26.0 and Excel to process the data.It aims to solve the following three questions:（1）How does the application of lexical chunk theory to senior high school English writing teaching affect students’ writing attitude?（2）What is the change in the number of lexical chunks used in students’ writing after the application of lexical chunk theory to senior high school English writing teaching?（3）How did the students’ writing scores change after the chunk theory was applied to the teaching of English writing in high school?Through the analysis of the experimental data,the experimental results show that after the students in the experimental class are taught writing based on the theoretical knowledge of lexical chunks,their writing attitude has changed significantly.In addition,the students have mastered the ability to recognize and use lexical chunks.The number of lexical chunks used in writing has greatly increased,and they have a strong sense of lexical chunks.Due to the effectiveness,accuracy,authenticity and convenience of lexical chunks,students’ writing speed has been greatly improved and their writing quality has also improved.Also,their writing performance has also improved.