词块理论在高中英语写作教学中的应用研究的中期报告.docxVIP

词块理论在高中英语写作教学中的应用研究的中期报告 Abstract Chunk theory has become increasingly popular in recent years in the field of second language acquisition. It suggests that language is not made up of individual words but rather, chunks of words that are stored in the brain as a single unit. This approach has gained traction in the field of English Language Teaching (ELT), with teachers using it to help students improve their writing skills. This study aims to explore the applicability of chunk theory in the teaching of English writing skills to high school students. This is a mid-term report that outlines the progress of the study so far. Introduction The teaching of English writing skills has been a challenge for both teachers and students. While most students have a good grasp of the language’s basic grammar and vocabulary, they often struggle to write coherently and fluently. This has led to the exploration of new teaching strategies that can help students improve their writing skills. One such strategy is the use of Chunk Theory, which suggests that language learning should focus on pre-packaged chunks of language that can later be combined in different ways to form complete sentences. The purpose of this study is to explore the effectiveness of Chunk Theory in the teaching of English writing skills to high school students. Literature Review The use of Chunk Theory in language education has gained popularity in recent years due to its potential to improve language acquisition and retention. Researchers have found that by teaching language in chunks, learners are better able to integrate vocabulary and grammar seamlessly into their writing. Ellis (2003) suggests that chunking helps learners find patterns in language use, leading to greater fluency and accuracy. Nations (2008) argues that learning in chunks lets learners avoid the cognitive overload that results from learning individual words and rules. Granger and Paquot (2014) suggest that more work needs to be done to translat