本文是一篇初中英语教学论文，本研究以连云港市一所初中九年级一个班的45名学生为研究对象，通过为期16周的教学实验，将基于语块理论的“读写结合”教学法应用于初中英语写作教学，得出以下结论：1.词块理论在英语写作中的应用能显著提高词块在英语写作中的运用。在课堂上培养学生的词块意识可以帮助学生输入、积累和输出词汇块，帮助学生在词块的基础上进行英语写作，提高词块的准确性和写作内容的完整性。同时，经过写作训练后，学生对词块的使用也有所不同。使用频率最高的词块是高频搭配，其次是词和复合词、句子框架和词头，使用频率最低的是制度化表达。
Chapter Ⅰ Introduction
1.1 Research Background
In English teaching, the activity of reading & writing is one of the key ways tocultivate students’ core literacy of English. Reading is a meaningful way to collectinformation, understand the world, develop mind and gain aesthetic knowledge.Writing is the process of transforming thought into language symbols. It is not only anactive communication activity but also a thinking activity. Training students’ writingskills can also improve students’ thinking and expression skills. Reading and writingare interdependent and inseparable. English writing ability is an essential reflection oflearners’ comprehensive English level. Writing an English composition requiresstudents to have a rich vocabulary, excellent logical thinking ability. The junior highschool stage is the urgent period to cultivate students’ interest in writing and lay agood foundation for their learning ability. The English curriculum standard for SeniorHigh School (2017 edition) (from now on referred to as the Curriculum Standard) alsodefine the objectives and detailed English writing standards in junior high schoolsfrom top-level design.
So far, some researchers in the domestic and overseas have paid attention to theimportance of English writing and conducted theoretical and empirical studies fromdifferent levels. They consider that reading and writing can complement and promoteeach other. The “reading-to-write” method emerged as the times require and has beenwidely used in English writing teaching (Yang Yongzhen, 2010; Shao Jinrong, 2014;Xie Fang, 2019, Etc.). The study of lexical chunk theory is often combined withEnglish writing for research. Nevertheless, there are few studies that focus on theintegration of lexical chunk theory and the “reading-to-write” method, and it isnecessary to carry out a study on the application of the “reading-to-write” methodbased on the lexical chunk theory in English writing teaching in junior high school.
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1.2 Research Purpose
The purpose of this thesis is to study whether the “reading-to-write” methodbased on the lexical chunk theory is conducive to upgrading students’ English writing competence and discuss its effectiveness in English writing teaching in junior highschools. On this foundation, whether it can increase students’ writing interest,promote the interaction between teachers and students, and be beneficial to Englishwriting teaching in junior high schools. Using questionnaires to determine thestudents’ acceptance of the “reading-to-write” method based on lexical chunk theoryand their writing attitude before and after the experiment, students’ compositions andwriting scores before and after the experiment were collected analyzed. Finally, some
English writing competence is a comprehensive embodiment of the four skills oflistening, speaking, reading, writing, and a process of the output of the acquiredknowledge. The quality of output is one of the most crucial criteria for evaluatingstudents’ English proficiency. However, the current situation of English writingteaching in China is not optimistic. The application of the “reading-to-write” methodbased on the lexical chunk theory in teaching English writing in junior high school isof great theoretical and practical significance.
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Chapter Ⅱ Literature Review
2.1 Definition of Relevant Concepts
2.1.1 Definition and classification of lexical chunk theory
In 1950, Miller G. A. proposed that by processing a single unit of information, itcan form a larger unit of information, called a chunk, which is also translated intoChinese as “cí kuài” or “yǔ kuài.”
Becker advanced the concept of prefabricated chunks in 1975. He believed that
