A Study On The Influence Of Chunk Teaching Method On High School Students' English Practical Writing Abilit

Writing focuses on students’ comprehensive ability to use language and is an indispensable part of senior high school English teaching.In recent years,more and more attention has been paid to the cultivation of practical talents through English education,practical writing is used more and more frequently in the process of communicating ideas,dealing with affairs and solving problems.Therefore,practical English writing plays an important role in high school English writing teaching.However,at present most of the English teachers take "teachers set writing task,students write,teachers explain the writing template,students rewrite,students recite the model essay" pattern,this teaching lacks of systemic,so students often have problems in practical English writing,such as inaccurate choice of words,improper use of language,incoherent discourse and lack of interest.Therefore,it is necessary to explore efficient teaching methods of practical writing in order to improve the practical writing ability of senior high school students.Since Lewis(1993)proposed the lexical approach,it has been widely used in English teaching by scholars at home and abroad.Lexical chunks integrate grammar,semantics and context,which can effectively improve language learners’ fluency and accuracy,and provide a new perspective for teaching of practical English writingBased on the schema theory,input hypothesis and output hypothesis,this study selects 104 students of two classes in grade one of a senior high school in Shandong Province as the research subjects and randomly selects one as the experimental class to adopt lexical approach in the teaching of practical English writing.The other is the control class,which adopts the traditional writing teaching mode and carries out the teaching experiment for 4 months.After the experiment,SPSS 26.0 is used to sort out,compare and analyze the experimental data to explore the following three questions:(1)What is the correlation between the number of lexical chunks used by senior high school students and their practical English writing scores?(2)What are the effects of lexical approach on the practical English writing ability of senior high school students?(3)How does the senior high school students evaluate the application of the lexical approach in practical English writing teaching?The results show that:(1)There is a significant positive correlation between the number of lexical chunks used by senior high school students and their practical English writing scores.With the increase of lexical chunks used by senior high school students,their practical English writing scores are improved gradually.The accuracy of lexical chunks has also been significantly improved,and the number of lexical chunks in different categories is different,and the number of lexical chunks in descending order is phrase-limited lexical chunks,sentence-frame lexical chunks,multi-word unit lexical chunks,and customary lexical chunks respectively.(2)After the implementation of lexical approach,the practical English writing ability of senior high school students has been significantly improved.The overall score of writing has been significantly improved,the ability of vocabulary use,syntax use,discourse structure and writing standard has been greatly improved,while the ability of ideological content has not been significantly improved.(3)Students highly recognize and accept the lexical approach.After a semester of lexical approach,their input and output strategies of lexical chunks are improved,and they are able to actively classify and sort out lexical chunks and flexibly apply them in writing,and students’ interest in practical English writing is significantly improved.Based on the research results,teachers can enhance their mastery of lexical chunk theory in the future English writing teaching,optimize lexical approach,help senior high school students improve their awareness of lexical chunks,increase their interest and confidence in English writing,and promote their writing ability.There are also some deficiencies in this study,which are expected to be improved in future English writing teaching.