Corpus-based Empirical Research on Senior High School English Lexical Chunks Teaching

Abstract

This research takes the grade one students of a senior high school in Hebei as the research objects. The experimental class adopts the lexical approach, and the control class uses the traditional teaching method for teaching, aiming to explore the impact of the lexical approach on senior high school English writing teaching. In terms of the use of lexical chunks, compared with the control class, the fluency and diversity of lexical chunk use in the experimental class have significantly improved, but the improvement in accuracy is not very obvious. In terms of writing ability, the improvement of the writing scores in the experimental class indicates that the lexical approach has a significant impact on the improvement of students’ writing ability. At the same time, this research also has some limitations, such as the relatively short teaching duration and the limited sample size, which will affect the universality of the research results. Future research can be improved in these aspects.