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ft byimitating the model text. Finally, the teacher will grade and evaluate students’ essayon the aspects of vocabulary, sentence structure and cohesive devices.

Chapter Three Theoretical Framework ...........35-43
    3.1 Lexical Chunks........... 35-37
        3.1.1 Definition of lexical chunks........... 35-36
        3.1.2 Classification of lexical chunks........... 36-37
    3.2 Key Principles of the Lexical Approach ...........37-39
    3.3 Theoretical Basis of the Lexical Approach........... 39-43
        3.3.1 The chunking theory ...........39-41
        3.3.2 The memetics theory........... 41-43
Chapter Four Research Design ...........43-57
    4.1 Research Question........... 43
    4.2 Subjects........... 43-44
    4.3 Instruments........... 44-45
    4.4 Operational Definition of English Writing........... 45
    4.5 Variables Concerned in This Experiment........... 45-46
    4.6 Research Procedures........... 46-47
    4.7 Teaching Instructions ...........47-55
        4.7.1 Teaching instructions in experimental group........... 47-53
        4.7.2 Teaching instructions in control group........... 53-55
    4.8 Data Collection and Analysis........... 55-57
Chapter Five Results and Discussion........... 57-70
    5.1 Statistic Results of Pre-test English Proficiency........... 57-58
    5.2 Statistic Results of Pre-test Composition Scores........... 58-59
    5.3 Statistical Comparison of the Post-test Composition Scores ...........59-61
    5.4 Comparison of the Two Groups’ Composition Scores........... 61-63
    5.5 Analysis of the Two Questionnaires ...........63-68
5.6 Discussion........... 68-70

Conclusion

According to the theoretical review and empirical research of lexical approachthere is no doubt that lexical approach can contribute to the improvement of writingcompetence. Therefore, here come some pedagogical implications of lexical approachespecially the teaching activities implemented in the present study.As illustrated by the analysis of the pre-test and post-test writing scores, theexperimental group’s mean value rises from 19.4250 to 21.8500 with the standarddeviation decreasing from 2.26328 to 2.19130, all of which mean that most of thestudents’ writing competence improved while the difference between them decreaseThat is to say, most of the students accept the lexical approach. However, what makesthe students fully embrace lexical approach remains a question from the surfaceWhen we look back into the classroom activities employed in the experimental groupwe may reckon that the first stage for raising students’ awareness of chunks cancompletely account for it. The experiment can get good result as long as the studentsaccept and understand the core of this approach from the bottom of their heartsTherefore, in 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。