词块教学法对中专生英语写作影响的分析-an analysis of the influence of lexical approach on english writing of secondary school students.docxVIP

iiiiiichoices and the coherence of the writings. Among the four types of the lexical chunks, sentence frames and heads contribute most.The analyses of the questionnaires conducted in the EG suggested that students held a positive and optimistic attitudes towards the lexical approach; when meeting unknown lexical chunks, they would use dictionaries, consult textual context, etc., to help to identify them; for the chunks they have learnt, they would consolidate them by taking notes, doing exercises, writing and so on. Besides, the author made a tentative analysis of the reasons for the misuse of lexical chunks in students’ writings, they are deviated use of lexical chunks and interference from the mother tongue. Based on the analyses of the results, this study drew the following conclusions:Applying the lexical approach can improve the accuracy of lexical choices in students’ English writing;Applying the lexical approach can improve the coherence of students’ English writing;Though the lexical approach is effective in improving students’ writings, there is still a long way to go to develop students’ chunking competence and writing ability.Last but not least, it is hopeful that this thesis would offer some implications for the application of lexical approach in language learning and teaching, and explore a more effective way in language teaching.Key words: the lexical approach; lexical chunks; English writing; students of secondary vocational schoolsList of Figures and TablesFigure 2.1 The roles of lexical chunks in benefiting the writer and the reader ……………………..19 Figure 4.1 Matching activity ………………………………………………………………………..31 Figure 4.2 Sentence pattern activity …………………………………………………………………31 Figure 4.3 Story telling activity ……………………………………………………………………..33 Table 2.1 Classification of lexical chunks …………………………………………………………...9 Table 5.1 Reliability statistics of scoring on the pre-test and post-test …………………………….36 Table 5.2 Group statistics of the pre-test in the EG an