1. Background of the Study
English writing is a difficult task even for native speakers of English, let alone foreignlanguage learners. At present, the teaching of English writing in senior high school in China isnot satisfactory. There are both objective and subjective reasons for this. The objective reasonis that writing is not an easy task in itself and the subjective reason is that little attention hasbeen given to English writing class in senior high school. But the most important reasonshould be that there has not been an appropriate approach to the teaching of English writing.Thus, the exploration of an effective approach to the teaching of English writing in seniorhigh school is of great value and significance and we hope to help both teachers and studentsin senior high school to find a way out and form a new habit of teaching and learning how towrite in English. A common phenomenon in senior high school now is that students lack enthusiasm andinterest towards writing. They regard English writing as a serious headache for them andalways appear reluctant when required to write something in English. Besides, many studentstake it for granted that as long as they memorize a great amount of words and sufficientgrammatical rules, they can turn out good English compositions (Song Desheng, 2017). Butas a matter of fact，although most students have memorized a huge number of words, phrases,sentence patterns and grammatical rules, and have learned the skills on how to construct acomposition, they are still not able to write a good composition.
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2. Purpose of the Study
With a higher and higher demand in English writing in college entrance examination,senior high school teachers find it urgent to try a more efficient method to teach writing andstudents also hope to find a less time-consuming and effort-saving way to improve theirwriting performance. The Lexical Approach, as a more fundamental approach compared withthe other four approaches to the teaching of writing, has received growing favor abroad, but itis mostly used in first language teaching practice. Although there is a comprehensive study onthe theoretical basis of this approach in China, few empirical studies have been carried out toinvestigate its effects on senior high school students' second language writing. This empiricalstudy attempts to integrate the Lexical Approach into the specific English writing classroomto explore the effectiveness of lexical chunks-focused method of teaching English writing andthe author hopes it will help both teachers and students in senior high schools to find a wayout and form a new habit of teaching and learning how to write in English.
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Chapter One Literature Review
1.1 Lexical Chunks
With the development of corpus linguistics, researchers find that there are an enormousnumber of ready-made phrases in language use, the forms of which are relatively fixed andthe meanings of which cannot simply be produced from that of their constituents (WeiNaixing, 2017). This phenomenon is very pervasive in language and is termed as lexicalchunks by Lewis (1993), while being called different names by some other scholars (Pawleyand Syder, 1983; Becker, 1975; Harworth, 1998; Scott, 1996). Here, we will present sometypic，英语论文，英语论文题目
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