A Study On The Application Of Lexical Chunk Recitation Input In English Writing Teaching In Junior High School

With the implementation of the new curriculum reform,new requirements are put forward for the current junior high school English teaching.In order to meet the requirements,English teachers try their best to optimize teaching methods to improve students’ comprehensive ability,during which the lexical chunk recitation input has shown a positive effect in teaching.In the study,a quantitative analysis was made on both students’ English writing competence and their writing confidence.This study is focused on the following two questions:(1)How does the lexical chunk recitation input affect junior high school students’ writing competence?(2)What are the effects of lexical chunk recitation input on junior high school students’ writing confidence?In this study,100 students in Grade 8 of a junior high school in Changchun City were chosen,50 in experimental class,which was adopted by lexical chunk recitation input teaching method,whereas the other 50 in the control class,which was taught in the traditional teaching method.The experiment was conducted for 14 weeks.The data of pre-writing test and post-writing test scores were analyzed by SPSS26.0.The results indicate that the writing performance of the experimental class is significantly higher than that of the control class in the three following aspects: the richness of vocabulary,the regularity of sentence organization,and the logic of text structure.In addition,the author conducted questionnaires and interviewed the students in the experimental class,with the results showed that the experimental class students’ confidence in writing improved significantly.In conclusion,the lexical chunk recitation input teaching method can effectively improve junior high school students ’ English writing competence,and their writing confidence as well.