基于词块理论的“以读促写”模式在初中英语写作教学中的推广思考

te” method. Some students think that writing acomposition is to build up the sentences in the text; Some students think that as longas the sentence is listed according to the writing requirements, it is an article. Somestudents think that the most crucial thing in writing is correct grammar, proper use ofwords, and correct spelling. Others think that we should pay attention to the content ofthe writing. However, few students pay attention to the structure, logic, and coherenceof the text.

5.1.1 Analysis and test on reliability and validity of questionnaire

Reliability refers to the reliability of a test scale. Cronbach α indicates thereliability index. The Cronbach α coefficient is between 0 and 1, when Cronbachα>0.7, the reliability of the data is high.

Validity refers to the degree of validity and accuracy that a measurement toolhopes to measure a specific behavior characteristic. The data sample uses KMO andBartlett sample measures to test the validity of the data and whether it is suitable forfactor analysis. When the KOM test value is greater than 0.7 and the significant valueof Bartlett’s sphericity is less than 0.05, the scale is considered valid.

Table 5-1-1 Analysis and test on reliability of pre-questionnaire

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Chapter Ⅵ Conclusions

6.1 Major Findings

In this study, 45 students in a grade nine class from a junior high school inLianyungang were selected as the research subjects, and a 16-week teachingexperiment was conducted to apply the “reading-to-write” method based on thelexical chunk theory in English writing teaching in junior high school, the conclusionsare as follows:

1. The application of lexical chunk theory in English writing can significantlyimprove the use of lexical chunks in English writing. Cultivating students’ awarenessof lexical chunks in class can help students input, accumulate and export lexicalchunks, which can help students to write English on the basis of lexical chunks andimprove the accuracy of lexical chunks, and the integrity of writing content. At thesame time, after writing training, students’use of lexical chunks is different. The mostfrequently used lexical chunks are high frequency collocational, followed by word &poly-words, sentence frames, and heads, while the least used is institutionalizedexpressions.

2. By analyzing the data from the questionnaire, we can see that the teachingexperiment has dramatically reduced the problems in the students’ written expressionand alleviated the students’resistance and fear of English writing. Writing is no longera teacher-mandated task, and students begin to have the confidence and interest tolook forward to writing. As discussed by Wong Jing (2019), students’intrinsic interestin language learning is one of the most important factors to stimulate their motivationand drive, significantly influencing the degree of involvement and the actual effect oflearning.

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