A Study On The Application Of Situation-based Lexical Chunk Approach To English Writing Teaching In Junior High School

Language output is the last process of language learning,and it is the most difficult part.The English Curriculum standards for Compulsory Education(2022)points out that junior high school students need to have the ability to write,the ability to make adaptions.These indicate that difficulty of English writing in junior high school has increased significantly.However,there are still many problems in the current teaching.Some teachers pay attention to grammar,reading,and ignore the teaching of writing.The teaching methods are traditional.Students are not interested in the English classes,so their writing performance doesn’t reach their expected level.It is well-known that the use of lexical chunks is contextual.Knowledge and context are closely related.In order to change the current situation of English writing teaching,this study combines the Lexical Chunks Approach and the Situational Teaching Approach in the junior high school English writing class,and uses qualitative and quantitative research methods to explore the following questions:1)What is the current situation of junior high school students’ English level and interest?2)How to apply the Situation-based Lexical Chunk Approach to junior high school English writing class?3)To what extent does the implementation of Situation-based Lexical Chunks Approach improve the writing level and interest of junior high school students?The author chose all the 42 students in one class of a normal middle school in Taiyuan,Shanxi Province,as the subjects of the study.The experiment was conducted for 3 months.Before the experiment,the writer learned that students’ writing levels and writing interest through questionnaires and pre-writing test results.The test and questionnaire results are used SPSS statistical software for data analysis.Then,the Situation-based Lexical Chunks Approach was conducted in the English writing class.After the study,the writer gave all the students questionnaires,and post-writing test.The results from post-writing test and questionnaires were also analyzed through SPSS.The writer also gave the 6 students semi-structured interviews to know about the real comments on the new teaching approach.The results of the study show that the current English writing level is not ideal.The expression in writing of many students is poor and simple.The interest in English writing is generally low.After a semester of using the Situation-based Lexical Chunks Approach,the students’ writing level has improved,and the number of correct sentences written by them is on the rise.The content of their writing was also enriched.Students’ interest in English writing has increased,and their writing habits also tend to become better as a result of their interest.In conclusion,the Situation-based Lexical Chunks Approach can not just improve junior high school students’ English writing skills,but also their interest.However,because the experimental period is not long enough and the sample is small,the research has some limitations.It is hoped that future scholars can extend the experimental period and increase the sample to get more scientific results.