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ting, perhaps because of their busy  schedule  for  they  have  to  learn  other  six  subjects.  While  writing,  58.6%  of  the  students  in experimental  group  and  45.7%  of the students  in  control  group  pay  more  attention  to form  rather than to content. When it comes to while modifying, 41.3% of the subjects in experimental group and 18.3%  of  the  subjects  in  the control  class  pay  more  attention  to  form  rather  than  to  content which means  that  the  subjects  in  experimental  class  are  more  concerned  about  how  to  express  their meaning, indicat ing potential opportunity of using more lexical chunks. 

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Conclusions 

This  thesis  aims  at  testifying  the  effectiveness  of  applying  lexical  chunks  to  the  high  middle school English writing, based on the quantitat ive and data analys is of all kinds of information, the following conclusions can be drawn. First of all, most of the subjects don’t attach enough importance to English writing. The majority of them seldom practice English writing after class. The subjects write English compositions only when the teacher asks them to do so or they have to write English in exams. In addition, the results indicate that over half of the students have never done any modification in the writing process. All of these prove that the subjects don’t pay enough attention to English writing.   In addition, most of the subjects memorize useful lexical chunks and could use them in English writing  which  means  that  they  are  aware  of  the  functions  of  lexical  chunks  and  attach  much importance  to  the  accumulation  of  lexical  chunks.  However,  it  is  apparent  that  the  subjects who memorize useful lexical chunks in experimental group are far more than those in the control group. Therefore  we  can  say  that  the  subjects  in  the  control  group  acquire  a  smaller  number  of  lexical chunks  so  they  have  to  use  some  common,  simple  and  lim ited  lexical  chunks  and  use  the  same lexical  chunks  over  and  over  again.  The  results  also  show  that  nearly  half  of  the subjects  in  two groups  memorize  lexical  chunks  in  isolat ion  with  the  context.  This  finding  may  provide  part  of explanation why there are so many lexical chunks wrongly used in the specific context. That means learners’ learning of lexical chunks is far from systematic. 
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The reference (omitted)
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