A Study On The Effects Of The Lexical Approach On Senior High School Students’ English Writing Ability

In high school English teaching,lack of vocabulary,improper use of words and confusing logic in writing are common problems for high school students,which reflect their writing ability falls short of the new curriculum requirements.The reasons are that teachers overemphasize the transfer of knowledge and underestimate the cultivation of writing ability in their teaching,and the time invested to writing training is limited;Besides,students’ ability of wording and phrasing is also hampered by their ignorance of the foreign cultural and the impact of Chinglish during the writing process.The development of the lexical approach in recent years has given new ideas for teaching writing,which can help solve the defects of traditional teaching methods and improve students’ writing ability.The study is guided by input-output theory and the chunk theory,and applies the lexical approach to high school English writing lessons to explore its effects on high school students’writing ability.T-unit is used to verify the effects of the lexical approach on high school students’ accuracy and fluency in English writing.Three questions are to be explored and answered:1.What effects does the lexical approach have on high school students’ writing accuracy?2.What effects does the lexical approach have on high school students’ writing fluency?3.What effects does the lexical approach have on high school students’ writing scores?In order to verify the effectiveness of the new teaching method and to collect experimental data,the author spent a semester of internship at Wuxiang Middle School in the fall semester of 2022.The experiment was successfully completed under the guidance of Mrs.Wang who is an English teacher at Wuxiang Middle School with rich teaching experience and is responsible for two parallel classes.After full communication with Mrs.Wang,it was decided that the author would teach English writing for the two classes independently,which were chosen for the experiment,one as the experimental class(EC)with 29 students and the other as the control class(CC)with 30 students.The experimental class was taught using the lexical approach,while the control class was taught using the traditional method.Questionnaires were distributed to students in both classes before and after the experiment to better understand their perspectives on writing instruction and the difficulties they encountered while writing.The results of the study show that the lexical approach can improve students’ accuracy and fluency in writing compared to the traditional writing teaching method.Students’ English writing ability has been improved as well.In conclusion,the lexical approach can effectively improve writing ability of high school students so this teaching model is worth promoting in high school English writing teaching.However,the study has some flaws,such as a short experimental time and a small sample size,and some scholars believe that the evaluation indicators are not sufficient.It is expected that more evaluation indicators can be introduced in future studies to make up for the shortcomings of this study.