词块教学在初中英语写作教学中的应用

题目：TheApplicationofLexicalChunkstotheTeachingofWritinginJuniorHighSchool词块教学在初中英语写作教学中的应用AbstractAsisknowntoall,writingistheembodimentofstudents'comprehensiveEnglishability.WhetherstudentscanmakegooduseoftheEnglishknowledgeandskillstheyhavemasteredtowriteisanimportantindextoevaluatestudents'comprehensiveabilitytouseEnglish.Ofcourse,ifyouwanttowriteanexcellentcomposition,studentsmusthavestronglogicalthinkingability,layoutabilityandsolidbasicknowledgeofEnglish.Therefore,EnglishlearnersshouldspendmoretimeandenergyinimprovingtheirEnglishwritingability.AlthoughtheimportanceofEnglishwritinghasbeencontinuouslyemphasizedinthebooksofjuniorhighschool.Englishcoursesandinthemiddleschoolentranceexaminationsinvariousprovinces,thefocusofEnglishteachinghasbeenmainlyonreadingandgrammarforalongtime.Thesituationthatmanypeoplepaylittleattentiontowritingteachingstillexists.Atthesametime,thetraditionalwritingteachingmethodalsohasavarietyofshortcomingsanddrawbacks.Therefore,effectiveteachingmethodsofEnglishwritingareexceptionallycrucialfordevelopinglearners'writingproficiency.Atpresent,moreandmorescholarsacceptandrecognizetheroleoflexicalchunksinsecondlanguageacquisition.Researchersbelievethatlexicalchunks,asalanguageoutputmodeintegratingform,functionandmeaning,canbestoredandretrievedthroughthebraintoreleasetheburdenoflanguageprocessing,thusimprovingthefluencyandauthenticityoflanguageoutput.Thispaperwillstudyandexplorefromthefollowingaspects:howtodefinelexicalchunksandgrasplexicalchunksclassification;themethodsandproblemsoftraditionalEnglishteaching,theimportanceofthelexicalteachingmethodandjuniorhighschoolEnglishwritingundertheguidanceoflexicalchunksteachingmethod.Throughthisresearch,wecanexploretherapidapplicationofwordsinthejuniorhighschoolEnglishwritinghasabroaderapplicationprospects.Keywords:lexicalchunkEnglishwritingteachingjuniorhighschoolI摘要众所周知，写作是学生英语综合素质能力的体现。学生是否能够较好的运用好自己已经掌握的英语知识和技巧来进行写作，是评价学生英语综合运用能力的一个重要指标。当然，如果要想写出一篇优秀的作文,学生必须具备较强的逻辑思维能力、谋篇布局能力和扎实的英语基础知识。因此,英语学习者需要付出较多的时间和精力才能提高他们的英语写作能力。这些年来，虽然初中英语课程教材和各省份中考都在不断强调英语写作的重要性，但很长时间,英语教学仍主要关注阅读和语法这两个方面，写作教学没有得到足够的重视这一现象仍然存在。同时，传统的写作教学法也存在各种各样的不足和弊端。因此,积极的英语写作教学方法对于提高学习者的写作水平却显得尤其重要。目前，词块法在第二语言习得中的作用正被越来越多的学者所接受和认可。研究人员认为，词块作为一种集形式、功能和意义为一体的语言输出模式，能通过大脑进行存储和检索，以释放语言处理的负担，从而提高语言输出的流利性和地道性。也就是说，词块就像一组单词一样被储存在我们的记忆中，就好像它是一个词一样。本文将围绕着以下方面进行研究和探索：词快的定义和分类、传统英语教学的方法和问题、词块教学法的重要性以及词块教学法对初中英语教学的指导性措施。通过本研究可探索出词快教学法在初中英语写作中有更为广阔的应用前景。关键词：词块英语写作教学初中iiContentsAbstracti摘要iiContentsiii1Introduction12LiteratureReview12.1DefinitionandclassificationofLexicalChunks……………….12.2ApproachesandproblemsoftraditionalEnglishwritingteachinginjuniorschool………………….42.2.1TraditionalteachingapproachesofEnglishwriting………….42.2.2ProblemsofEnglishwritinginteachingandlearning………..63ImportanceofLexicalChunksintheteachingEnglishwriting94StrategiesfortheapplicationofLexicalChunksteachingmethodintheteachingofwritinginjuniorhighschool104.1Teachingandlearninglexicalchunks………….104.2TeachingEnglishwritingbylexicalchunks……..…………….115Conclusion12Acknowledgement14References15iiiIntroductionWiththecontinuousdevelopmentofeconomicglobalizationandculturalintegrationamongcountries,Englishhasbecomeaninternationallanguageandplaysaveryimportantroleintheworldlanguage.Therefore,ChineseeducationdepartmentsalwayshavegreatlypaidlotsofattentiononEnglisheducation.Thatistosay,mostofstudentshavebeenlearningEnglishfromprimaryschooltouniversity,whichisverynormal.IntheprocessofEnglishlearning,wemustnotoverlooktheimportantfactthatEnglishwritingisveryimportant.What’smore,ItisEnglishwritingthatisacompulsorycourseforlearnersandoneoftheimportantlanguageskills.However,inactualEnglishteaching,teacherspaymoreattentiontoEnglishvocabulary,grammar,readingandotheraspects,whilegraduallyneglectingtheimportantroleofEnglishwriting.Theyignorethecultivationandimprovementofstudents'Englishwritingabilityandlevel,whichwillcontributetotheirlackofmotivationandinterestinwriting.Sometimes,althoughstudentscanrememberalargenumberofwords,theyalwayshavesomeproblemsintheprocessoflanguageinputandconversion.Therefore,mostofthearticleswrittenbystudentslacklogicandthestructureisconfusing.Moreimportantly,studentsevenusealargeamountofChinese-Englishexpression,whichgreatlyaffectsthefluencyandauthenticityofEnglish.Therefore,alotofveryfamouslinguistsandEnglishteachershavebeendevotedtothestudyandresearchofforeignlanguageteaching.TheyspendalotoftimeandabilityintryingtheirbesttofindanusefulwaytoboosttheirEnglishperformanceandability,especiallytodeveloptheirEnglishwritingskills.Therefore,thispaperreckonsthatthelexicalblockteachingmethodplaysancrucialroleinjuniorhighschoolEnglishwriting.WemustacknowledgethattheapplicationoflexicalchunksisaperfectandnewperspectiveandbreakthroughinEnglishwritingteaching.ItopensupanewwaytosolvethedrawbacksandshortcomingsinEnglishwriting,providesanewmethod,andprovidesaneffectivesupplementtotheexistinggrammarandvocabularydichotomy.2LiteratureReview2.1DefinitionandclassificationofLexicalChunksWhenitcomestothedefinitionandclassificationoflexicalchunks,wemustadmitthefactthatalotofexcellentscholarshaveacceptedtheory.Therefore,differentresearchersandlinguistsprovidedifferentviewsandexplanations，suchasprefabricatedchunks,lexicalphrases,formulaiclanguage,fixedexpressionsmulti-wordunits,prefabricatedroutinesandpatterns,routineformulasetc.Thedefinitionsoflexicalchunksalsodifferfromoneresearchertoanotherbecausescholarshavefocuseddifferentresearchdirectionsonthislinguisticphenomenon.Manylinguisticexperts(Pawley&Syder,1983,Lewis,1997,Nattinger&Decorico,1992)wanttoworkondifferentwaystostudyandexplorethislinguisticphenomenon,andintheiractualresearchandexplorationhaveproducedvarioustermsanddefinitions.Therepresentativedefinitionofavocabularyisasfollows.TheoriginallexicalblockwasproposedbyBellKhan.Hebelievesthatvocabularyblocksareready-madelanguageframeworksthatlearnerscanusetoexpressideasorideas.Sowhenwewanttoexpresstheopinionstheyexpress,wedon'tneedtoproduceadiscourselaboratanytime.Itisimportantthatalexicalblockcalledalexicalizedwordisaunitofsentencelengthorlonger,itsgrammaticalformandlexicalcontent.Theseunitshavebeenreceivedbynativespeakers.NattingerandDecarricodescribedlexicalchunksaslexicalphraseswithdifferentlengthsofcommunicativeanddiscourseamonthago"orayearago"bothindicatestime.LexicalchunkswasdefinedasformulaicsequencebyWra,andheadmiteditisasequence,continuouswordsandincludesmanyothermeaningelements,whichcanappearinaprefabricatedwayandcanbestoredandretrievedinmemory.ThedomesticScholar,WeiNaixing(2007)definedlexicalchunksas"unitswhichwerelargerthancollocation."Hewouldliketoregardlexicalchunksasthemeancontinuouslexicalpartsofdifferentlengthsincorpusinverycertainstructures.Althoughtheabovefamouslinguisticexpertsholddifferentattitudetowardsthedefinitionoflexicalchunks,themainfeaturesaresimilar.(1)Theycanbethecollocationoftwoormorethantwowords;(2)Theyareprefabricatedandkeptasacollectiveinmemory;(3)Theycanbeobtainedandusedwithoutconsideringtherulesofgrammar.Therefore,wecanmakeaconclusionthatlexicalchunksweuseinourfirstlanguageIslargelymadeupofphrases,idiomsorsentencestructureswhicharestoredinourmemoryasifitisonewordandalsohavespecificfunctions.These"chunks"canberetrievedmoreefficientlythanmakingsentencesgrammatically,helpinglearnertospeakmorefluentlyandtowritemoreaccurate.Seeingthatdifferentresearchershaveadopteddifferenttermsanddefinitionsforthislanguagephenomenon,somanylinguistshavedefinedthecategoryoflexicalchunksfromtheirownresearchdirections.Herewemerelylistthetypicalones.(1)NattingerandDecarrico'sClassificationAccordingtotheclassificationofNadingerandDekatico,wecanclearlyknowthattheybelievethatallvocabularyblockshavethefollowingfourcategories.Aboveall,whetherthephrasehasacertainlengthandgrammaticalform;Inaddition,whetherthephrasehasanormativeornon-canonicalshape;ATthesametime,whetherthephraseisintheformofavariableorfixedpattern,Lastbutnotleast,whetherthephrasesappearincontinuouswayordiscontinuousform,namely,whetheritismadeofanunbrokensequenceofwordsorelexicalwhetheritisinterruptedbyvariablelexicalfillers.Therefore,allthecanbedefinedasthefollowingforms.(1)Ploywordsareactuallyshortphrases,anditsfunctionisverysimilartotheword.Theycanbebothcanonicalandnon-canonical.Inaddition,theygenerallyappearinafixedandcontinuousform.Itisworthnotingthatpolywordsusuallyhasavarietyofpragmaticfunction,suchasconversionoftopic,causeandeffect,summaryandsoon.Forexample:Inaword;Sothat,Insum,Inorderto(2)Institutionalizedexpressionisalexicalblockofacertainlengthofsentence,generallyconsideredtobeanindependentdiscourse.What’smore,mostinstitutionalizedexpressionsarenormative,appearinginaconstantandcontinuousform.Togiveafewexamples,seeingisbelieving:Howdoyoudo?Nicetomeetyou.(3)Phrasalconstraintsrefertoshort-lengthwithmedium-lengthchunks.Thisblockisaphraseconsistingofcertainfixedwords,whichvariesaccordingtothecontext,andcanbeeitheranormoranon-normative.Forinstance,hasanimpacton,theslotmaybefilledbypositive,negative,Importantorverysignificant:Seeyoutheslotmaybefilledbysoonorlater.(4)Asentencebuilderisalexicalblock,whichcanprovideasentenceframeforthewholesentence.Thesephrasescanbeeithernormativeornon-normative.Asameansofdiscourseorganization,thesentencemakerprovidesaframeworkforthetext,andthelearnercanfillinthecorrespondingwordsorclausesaccordingtothecontext.Forexample:Ithinkthat...andnotonly...butalso...(2)LewissclassificationAccordingtothesemanticandrelationsandsyntacticfunctionamongwords,MichaelLewis(1997a:204)consideredthattheunderstandingandproductionoflexicalchunksasanintegralwholeisquiteessentialinlanguageacquisition.Thismeansthatlanguageisgreatlyregardedasavocabularyinsteadofacombinationofgrammarandvocabulary.Ashehassaid,weusuallyconsciouslythinkaboutthecollectionofphasesandsentencespatterns,andthenpresenttheminexpressionwhenweareexpressingsomething.Infact,insteadoftryingtodividelanguageintosmallerparts,itisbettertoconsciouslylookatlanguageinalargerandmorecomprehensiveways.1)WordsandPolywords:Theyarethemostbasickindsoflexicalchunksitem.Wordssuchas","tree"refertosinglewords.Amulti-wordisanidiomphrasecomposedofmultiplewords,anditsroleisthesameasasingleword.2)Apairoragroupofwordsthatmatch,ortheword'spartner,usuallyappeartogetheratahigherfrequency.Somecombinationslike"adjective+noun,adverb+verb(eg,tonyheat.absolutelyconvinced)3)Institutionalizeddiscourseincludesafixedorsemi-fixeddiscoursecombinationwhosepragmaticfunctionisregular.Theycanbeasentenceorafixedexpression,recoveredandretrievedasawhole,suchasIfIwereyou;wouldyoulikeacupofcoffee?4)Sentenceframesandheadsarenotdifferentfrominstitutionalizedutterances;itisjustthewritingtextasawayoforganizing,Havingagoodcommandofthesekindsofcombinationishelpfultoimprovethelearnerswriting,suchasinthispaperweexplore.,Firstly..Secondly,FinallyThereisnodoubtthatthediscoveryofNadinger,DeCaricoandLewisrepresentsamajorshiftintheoryandteachingmethods.Firstofall,theirfindingshaverevivedpeople'sinterestinhowtomakelanguagemoreaccurateandauthentic.Second,bychallengingthetraditionalconceptofvocabularyteaching,theyemphasizedthatlearnerscanlearnforeignlanguagebyperceivingandusingpatternsoflexisandcollection.Themostnoteworthyistheunderlyingclaimthatlanguageproductionisnotacombinationofgrammarandvocabularybutismuchmorelanguagethanwehavepreviouslythoughtisstoredandproducedinprefabricateditemsway.2.2ApproachesandproblemsoftraditionalEnglishwritingteachinginjuniorhighschool2.2.1TraditionalteachingapproachesofEnglishwritingAsthenameimplies,theproductwritingteachingmethodreferstoateachingmethodcenteredonwritingproducts.Thismethodofwritingteachinghasitsownuniquecharacteristics.Thewritingteachingmethodismainlybasedongrammaranddiscourse.Thebasicwritingtrainingofstudentsmainlyfocusesoncontrolledpracticeandimitativewriting,andtherearenomorerequirementsinotheraspects.Studentsgenerallycarryoutrelevantbootsunderthepersonalguidanceoftheteacher.Forexample,learnsomearticlesordiscusssomestandardrangesordosomewritingexercises.Thentheteacherwillgivespecificwritingaccordingtothedifferentdegreesofthestudents,letthestudentsimitatethearticleorimitatetheessay.Aftertheteachercarefullyrevised,theteacheroftenproposedconstructivecriticismandcorrectionforthestudents'grammar,spellingandpunctuationerrors.Moreimportantly,theproductwritingmethodisbasedonthefinalwritingproducttodeterminethequalityofwriting.Accordingtothisstandard,thisproducesaresult.Thiswillcausetheteachertopaytoomuchattentiontothedetailsofthewriting,suchastheformatofthearticle,thespellingofthewordsandthemistakesofthesentences,whileignoringthestudents'writingprocessandthespecificideasofwriting.Below,weneedtofocusonthephysicaleducationmethod.Itismainlybasedontheanalysisofdiscoursegenre,usinggenreandgenreanalysistheorytocarryoutrelatedteachingactivitiesaroundthediscoursestructure.Accordingtothiswritingmethod,agoodcompositionmainlydependsonthecloseconnectionbetweentheuseoflanguageknowledgeandsomesocialpurposes.Teachersprovidestandardizedparadigmsforstudentstoanalyzeanddiscuss.Inaddition,whatwecan'tignoreisthatitisactuallyanextensionoftheproduct-basedapproach.Likeproducteducation,typeeducationseeswritingasalanguage-ledphenomenon.Thedifferenceisthatgenreteachingfocusesondifferentwritingstylesindifferentsocialcontexts.Becauseofdifferentwritingstylesanddifferentsocialbackgrounds,writingisdividedintobusinessletters,scientificreports,advertisements,andtechnologyfairs.Thiswritingteachingmethodconsidersthewritingprocesstobeacomplexcognitiveprocessandaprocessofcommunicationanddiscussion.Undertheguidanceofthiswritingmethod,studentscanlearntowritebywriting,whichisverypowerful.Inaddition,weshouldunderstandtheoverallprocessofwriting.Itincludesseveralimportantstagesofdrafting,revision,review,editing,andinspectionofwriting.Inthepreparationstageofwriting,studentsneedtocompletetheconceptofthetheme,thecollectionandanalysisofmaterials,andtheorganizationoftextcontent.Atthisimportantstageofdrafting,studentsdonotneedtocareaboutgrammaticalstructuresorfixedcollocations.Studentsarefreetodivulgetheirownthinkingandexpresstheiropinions.Subsequently,undertheguidanceofthestudentsandthecorrectguidanceoftheteachers,thestudentswillmakecorrespondingmodificationstotheproblemsinthecontentandstructureoftheirpapers,sothattheirpaperswillbecomemoreclearandexcellent.Inaddition,process-basedwritingteachingmethodscanbringmanybenefitstostudents.Forexample,itcancultivatestudents'thinkingskills,improvestudents'creativeability,makestudents'writingideasclearer,andmakethearticleswrittenmorereadableandlogical.Itisundeniablethattheteacherwillalsohavemanyshortcomingsandshortcomingsinthewholeprocessofguidance.Someteachersarenotenoughtoimprovethestudents'abilitytoimproveallaspectsoftheirskills.Inparticular,therearemajordeficienciesintheteachingoflanguageknowledgeandskills.Inaddition,teacherssometimesignoretheimportanceofgenreinwritingteaching,butthewritingprocessofvariouspapersisalmostthesame.Thepracticeofwritingteachinghasitsownuniqueness.Itemphasizestheimportanceofprocesswritingandinteraction.Theteachingmethodconsiderswritingtobepurposefulandofpracticalsignificance,suchaswritingcards,readingnotes,letters,reports,notices,introductions,etc.Inaddition,thewritingteachingmethodhasveryprominentcharacteristics.Itemphasizestheimportanceofpractice,thefinalfocusonwriting,andthefocusonwritingshouldbecloselyrelatedtostudents'dailylives.Accordingtotheserelevantrequirements,teachersshouldstrengthenthecommunicationandpracticalityofEnglishwriting.Aftertheteachershavedonethis,thepracticalteachingmethodcanberealizedtobeessentiallydifferentfromotherteachingmethods.Iftheteacheradoptstheteachingmethodofthiswritingmethod,thenhecanfreelychooseotherrelevantmethodstomakeupforthedeficiencies,andfurtherimprovetheeffectandeffectofEnglishwritingteaching.InEnglishwritingteaching,product-basedteachingmethodscanbecombinedwithtextbookstomakereadingintextbooksaperfectmodel.Genrepedagogyandprocess-basedpedagogycanbecombinedwithspecificwritingpracticestohelpstudentsbetterunderstandthewritingprocessandhaveconfidenceinEnglishwriting.Asamatteroffact,inordertoimprovestudents'writinginterest,wecantakethismeasurethatpracticalteachingmethodsshouldbetotallycombinedwiththeactualneedsofwriting.Itcanbeseenfromtheaboveanalysisthateachwritingteachingmethodhasitsownadvantagesanddisadvantages,andteachersshouldchoosethemostappropriateteachingmethodaccordingtotheteachingneedsandthestudents'writinglevel.Theyimprovetheirwritingskillsandperformancebythisusefulway.2.2.2ProblemsofEnglishwritinginteachingandlearningWemustadmitthatthenewcurriculumstandardshaveclearstandardsandspecificrequirementsforjuniorhighschoolEnglishwriting,butthesespecificstandardsandrequirementsarenotfullyreflectedintheactualwritingteaching.ThemainreasonisthatteachersandstudentsdonotpaymuchattentiontoEnglishwriting.Whenhighschoolteachersgotoclass,theymainlyexplainthewrongknowledgepointsinreadingandgrammar,andhavelittlesystematicandstandardizedtrainingforwriting.Atthesametime,studentsalsolacktheconceptofwriting,thinkthatwritingisnotveryimportant,oftenknowledgeofsimplewritingexercisesandmemorizingrelatedtopics,sotheirwritingabilityisdifficulttoimprove.Inaddition,becausestudentsoftendosomeinformalwritingtraining,thewrittenEnglishcompositionisalsoofpoorquality.Accordingtotheabovecomprehensiveanalysis,thescriptproblemofEnglishwritingcanbesummarizedasthefollowingaspects.First,writingpsychologicalbarriers.Second,writingskillsbarriers.Thefollowingisamoredetailedanalysis:First,studentsarenottrustthemselvesaboutEnglishwritingandhavedifficultyinwritingagoodpassage.Manymiddleschoolstudentsareafraidofwriting.Ontheonehand,ittakesalotoftimeandefforttoimproveyourEnglishscores,andsometimestheeffectisveryinsignificant.Ontheotherhand,highschoolstudentsarerichinemotionsandactiveinthinking.IftheyletthemselvesexpresstheirinnerthoughtsinEnglish,theywillsometimesbeconfusedandunconfidentbecauseofthelackofvocabularyandthelackofbasicknowledgeofwriting.Inaddition,manystudentswillbeafraidofwritingandhavenointerestinwriting.Theyalwaysthinkthatwritingisofnouse,andintheclassroomdoesnotcompletetherequirementsofEnglishteacherwritingontime.Therefore,thereisnodoubtthattheinterestandultimatemotivationofEnglishlearninghasplayedadecisiveroleinEnglishwritingability.Second,itisdifficultforstudentstoexpresstheirideaswithpreciseandsimplevocabulary,whichisthemainreasonforpoorwritingability.Infact,vocabularyplaysahugerole,isthemostimportantbasisforlearningEnglish,andalsoaffectsthestudyofreading,listening,andgrammar.Ifstudentslackvocabulary,theyarenotfreetoexpresstheirownideasandopinions.Therefore,thelackofvocabularyaffectsthefinalqualityofthecomposition,suchasalotofspelling,mismatchingandothererrors.Third,studentslackpragmaticawareness,andwritinglackslogicalcohesion.Ifwewanttousealanguage,wemustknowthatacertaincontextplaysacriticalroleinourlearning.Ifweignoreit,itmayleadtoimproperuse.Inaddition,itisobviousthatalotofhighschoolstudentslikememorizingEnglishwords,theyspendalotoftimeandenergyinrememberingtheseEnglishwords.Althoughreadingandmultiple-choicequestionsarehelpfultothem,theystillhavedifficultywriting.Becauseofwithoutthehelpofcontextandcontext,simplymemorizingwordsisuseless.StudentscanonlyrememberthespellingofwordsandthemeaningofChinese,butstudentscannotusewordscorrectly.Eventhoughtheycompletedanessaybasedonwordmemory,thereweresomedetailsofthemistake.Inaddition,thetopicsentencesandthecorrectstructureareoftenneglectedinwriting,sothearticlesarebasicallyillogical,anditisdifficulttoclearlyexpresstheirownviews.Itisdifficultforteacherstounderstandthespecificcentralideasofthecomposition.Fourth,thisisinevitableduetothenegativetransferofthemothertongue.Therefore,studentsoftenliketothinkandcompletewritinginChinese.TherearesomeincorrectChinese-Englishexpressionsintheirarticles,whichmakespeoplereadveryconfused.BecausemanystudentslacktheabilityandawarenessofEnglishthinking,theyoftenuseChinesethinking,usingtheabilityoftheirmothertongue,andthentranslatesentencesintoEnglish.However,wemustadmitthefactthatmanyEnglishwordsaredifferentfromChinesecharacters.Inaddition,duetothelackofvocabulary,studentsoftenchoosetheirownvocabularyanduseitfreelywithoutconsideringthecontext,resultinginconfusingcollocationsandpragmaticmistakesinwriting.BecausemiddleschoolstudentshavelowlevelsofEnglishwritingandcomefrompoorgrades.Therefore,herearesometheproblemsinteachingweallknow.First,teachersdon’tpayattentiontotheimportanceofwritingteaching.Althoughthewritingrequirementsofthenewcurriculumstandardsandonlineteachingmethodsareconstantlyimproving,themainteachingfocusofteachersisvocabularyandreading.Theyspendverylittletimeandeffortonwritingteachingandtraining.Inaddition,teachersoftenaskstudentstorecitesomeessaysandgoodsentences,andstudentscanonlymemorizeandnotactivelyapplythemtowriting,whichcan’teffectivelyimprovetheirwriting.Secondly,inguidingstudents'writing,teachersusuallypaymoreattentiontothefinalresultofstudentwritingandthescorewhentheyguidetheirstudents’writing.Atthesametime,theyalsoignorethestudent'swritingprocess,whichalsomaycausemanyveryobviousproblems.Weallknowthatteachersusuallyletstudentstofinishapaperforaverylimitedtime,thenfindthefinalresual,andfinallyaskthestudentstodealwiththemistake.Abovethisway,theteachercompletelyignoresthestudent'swritingperformanceandprocess.Therefore,inappropriateexpressionsintheirarticlescannotbecorrected,andtheirwritingskillscannotbeimproved.Third,inwritingteaching,teacherslackinteractionwithstudents.Sometimestheydon'tgivestudentstherightfeedbackandproperevaluation.Inaddition,teacherspaytoomuchattentiontostudents'writingproductsandcannotcommunicatewithstudentsinwritingproblemsinatimelymanner,sotheycannotsolveproblemsinstudents'writingimmediately.Therefore,teachersshouldappropriatelyjoininthestudent'swritingperformanceandprocesstoguidestudents'writingandthinking.Inaddition,studentsshouldbeinformedoftheirwritinginatimelyandeffectivemannersothatstudentscanknowhowtopolishtheirarticlesandeffectivelyimprovetheirwritingskills.Lastbutnotleast,teachersusuallyfailtochangethemanagementofwritingresourcesanddeveloptheirprofessionalqualitiesandability.Theyarefullybusywithdoingallkindsofworkeveryday.Anotherkeyreasonisthattheycan'tfocusonbuildingawritingresourcelibrary.3.ImportanceofLexicalChunksintheteachingEnglishwritingFirstofall,itisindispensablethatweshouldchangetheteachingmethodsofteachersandpaymoreattentiontheapplicationoflexicalchunksinjuniorhighschoolteaching.Theyshouldgraduallychangetheirtraditionalteachingconceptsinconstantexploration.InEnglishteaching,theymustattachimportancetothecultivationofstudents'Englishwritingability,theapplicationoflexicalchunkteachinginEnglishwriting,andtheideologicalawarenessoflexicalchunkteaching.IneachEnglishwritingclass,wecancombine