An Action Research on the Chunk Teaching in a Middle School English Writing Class

Abstract

The present study aimed at investigating the effects of learning lexical chunks on the writing performance of EFL Chinese learners of Grade three students in Middle school, and at the same time taking into consideration the examining participants’ use of lexical chunks and their knowledge of them. After two rounds of action research, through questionnaire, test, interview and classroom observation data analysis, the author found that: 1. The average writing score of students increased by 1.67 points, with an obvious improvement effect. Second, students' writing confidence, chunk writing awareness and writing methods have also been greatly improved. 3. The number of language chunks written by students increased on the second test, but decreased on the third test. According to the author's interview on students' familiarity with writing topics, students think that familiar writing topics make them more able to express their ideas.