題目：TheApplicationofLexicalChunkstotheTeachingofWritinginJuniorHighSchool詞塊教學(xué)在初中英語(yǔ)寫(xiě)作教學(xué)中的應(yīng)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摘要眾所周知，寫(xiě)作是學(xué)生英語(yǔ)綜合素質(zhì)能力的體現(xiàn)。學(xué)生是否能夠較好的運(yùn)用好自己已經(jīng)掌握的英語(yǔ)知識(shí)和技巧來(lái)進(jìn)行寫(xiě)作，是評(píng)價(jià)學(xué)生英語(yǔ)綜合運(yùn)用能力的一個(gè)重要指標(biāo)。當(dāng)然，如果要想寫(xiě)出一篇優(yōu)秀的作文,學(xué)生必須具備較強(qiáng)的邏輯思維能力、謀篇布局能力和扎實(shí)的英語(yǔ)基礎(chǔ)知識(shí)。因此,英語(yǔ)學(xué)習(xí)者需要付出較多的時(shí)間和精力才能提高他們的英語(yǔ)寫(xiě)作能力。這些年來(lái)，雖然初中英語(yǔ)課程教材和各省份中考都在不斷強(qiáng)調(diào)英語(yǔ)寫(xiě)作的重要性，但很長(zhǎng)時(shí)間,英語(yǔ)教學(xué)仍主要關(guān)注閱讀和語(yǔ)法這兩個(gè)方面，寫(xiě)作教學(xué)沒(méi)有得到足夠的重視這一現(xiàn)象仍然存在。同時(shí)，傳統(tǒng)的寫(xiě)作教學(xué)法也存在各種各樣的不足和弊端。因此,積極的英語(yǔ)寫(xiě)作教學(xué)方法對(duì)于提高學(xué)習(xí)者的寫(xiě)作水平卻顯得尤其重要。目前，詞塊法在第二語(yǔ)言習(xí)得中的作用正被越來(lái)越多的學(xué)者所接受和認(rèn)可。研究人員認(rèn)為，詞塊作為一種集形式、功能和意義為一體的語(yǔ)言輸出模式，能通過(guò)大腦進(jìn)行存儲(chǔ)和檢索，以釋放語(yǔ)言處理的負(fù)擔(dān)，從而提高語(yǔ)言輸出的流利性和地道性。也就是說(shuō)，詞塊就像一組單詞一樣被儲(chǔ)存在我們的記憶中，就好像它是一個(gè)詞一樣。本文將圍繞著以下方面進(jìn)行研究和探索：詞快的定義和分類(lèi)、傳統(tǒng)英語(yǔ)教學(xué)的方法和問(wèn)題、詞塊教學(xué)法的重要性以及詞塊教學(xué)法對(duì)初中英語(yǔ)教學(xué)的指導(dǎo)性措施。通過(guò)本研究可探索出詞快教學(xué)法在初中英語(yǔ)寫(xiě)作中有更為廣闊的應(yīng)用前景。關(guān)鍵詞：詞塊英語(yǔ)寫(xiě)作教學(xué)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