Research On The Application Of Lexical Chunk Approach To English Writing Teaching In Senior High School

English writing is one of the basic skills for learning English.Writing reflects not only students’ mastery of vocabulary and grammar,but also their overall cognitive ability of the language.The new curriculum standards also set higher requirements for students’ writing,but as far as the current situation is concerned,the writing level of secondary school students does not really meet the requirements of the new curriculum standards.Therefore,improving senior high school students’ English writing and finding a better way for them to learn has been the core issue of English teaching in senior high schools.However,with the continuous development and progress of education,the limitations of the traditional English teaching model are increasingly prominent,and it is difficult to meet the requirements of the new curriculum reform.If this bottleneck can be broken through,high school English teaching will be to a higher level,and then will have a broader vision,this topic will analyze the current high school English writing problems faced,and analyze and discuss the effectiveness of high school English writing class activity design based on the theory of lexical blocks.Based on psychological memory theory and lexical chunk theory,this paper focuses on the following three questions:(1)Does the use of lexical chunk teaching improve students’ learning interest and confidence in English writing?(2)After the use of the lexical chunk approach,whether the number of word-blocks in students’ English compositions increases significantly and whether they are used properly?(3)Is there a positive correlation between students’ use of lexical chunks and their writing scores after the use of lexical chunks?In this study,a combination of quantitative research and qualitative research was used to select 160 students from two classes in grade one of a key high school in Puyang City as research objects.In the control class,the traditional teaching mode is adopted,while in the experimental class,the teaching activities such as word lexical chunk teaching-word chunk memory and internalization-word chunk output and application are adopted.By issuing two questionnaires,two writing tests and interviewing some students,relevant data of the two classes were obtained and sorted out and analyzed.Findings:(1)Students’ interest in English writing and confidence in English writing were significantly enhanced after using the lexical chunk approach.(2)After applying the lexical chunk approach,the number of students using word-chunks in English writing increases significantly.(3)After applying the lexical chunk approach,students’ English writing scores are directly proportional to the number of word-chunks used.The more word chunks students used,the higher their essay scores generally were.This study shows that lexical chunk approach is feasible to improve high school students’ English writing performance.It integrates and actively explores the word chunk teaching method and high school English writing,and hopes to apply the word chunk approach to the word class,explanation and reading class in daily teaching,and constantly explore and improve this teaching method according to the actual teaching situation,so as to promote the progress and development of English teaching.