An Empirical Study on the Application of Chunks to the Teaching of EFL Writing in College
|School||PLA Information Engineering University|
|Course||Foreign Linguistics and Applied Linguistics|
|Keywords||Chunks Constructivist teaching mode Lexical Approach English Writing Teaching|
With the international exchange heats up, the role of English as an international language is becoming increasingly prominent. In China, the teaching of English to develop comprehensive English proficiency has long been subject to widespread concern in the education sector and language researchers. Chinese learners of English listening, speaking, reading, writing these four basic skills of the teaching process, on writing, require the highest degree of difficulty is also the largest. Higher stages of learning English learners have accumulated a certain amount of knowledge of grammar and vocabulary, but in recent years, studies have shown that the majority of college English learners in English writing, there are still many problems. With the development of corpus linguistics, the researchers found through a series of statistical studies, there are a lot of natural language as language memory units preset chunk stored in the brain of language users, this mode word chunks language acquisition and output has a very important role. Developed Lexical Approach teaching mode, combined with the structure of law and the characteristics of the communicative approach, taking into account the grammatical structure and context in teaching, would be a useful teaching mode. However, in recent years, despite the important role of the chunk English researchers in China has caused widespread concern, however, a large number of studies generally concentrated in applied to the teaching of the theory of the chunk of English learners chunk usage survey real chunk empirical studies used in the classroom teaching but did not say much. This study combines the constructivist theory and vocabulary law teaching mode, designed a set of language learners to develop the learners' language output capacity for the purpose of teaching methods, and applies them to the College English Writing Teaching practice . In this study, Information Engineering University, College of Natural sophomore class as experimental subjects, set up experimental classes and control classes, the teaching methods used in the experimental class classroom teaching. The study lasted one semester, in the ordinary course of a semester teaching English in the experimental class to take the focus chunk of constructivist teaching mode control classes follow the traditional teaching methods. At the beginning of the semester, the first conducted a questionnaire survey of all tested students understand their chunk acquisition method and writing strategies often taken, and ask them to quiz to complete an English assignment, two classes of students' English writing skills A comprehensive understanding. A semester teaching experiment at the end of the semester, two classes of students writing test and use the the SPSS13.0 twice on students' writing performance and quantitative analysis of the language to be used in the composition block. Experimental results show that the end of the semester, two classes of students' English writing skills have improved to some extent, but the experiment, the students progress more obvious. The same time, two tests of student writing and day-to-day assignments right and wrong chunk to analyze, summarize the cause of the error, and propose appropriate solutions. Through this empirical study, the author draws the following conclusions: 1. Focused chunk of teaching methods and steps taken in this study is feasible and effective. Chunk Teaching College English Learners writing accuracy, fluency and discourse organization has a more significant role in promoting. 3 levels of English learners in Chunks ability there is a big difference. Greater role in promoting the Chunk teaching lower-level English learners writing skills. 4 Negative Transfer of the mother tongue in the learning of English learners chunk and output process is very significant. Finally, this paper analyzes the advantages of chunk for college English teaching, and summarizes the useful insights on the teaching of English writing, at the same time, the experimental limitations and problems have been summarized and reflection, and pointed out that the future research directions.