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he field of English subject is more and moreextensive,involving oral teaching,reading teaching,vocabulary teaching,etc.At thesame time,the research on its combination with writing teaching is also increasing.However,empirical research from the perspective of lexical richness in Englishwriting is relatively lacking.In view of the deficiencies in vocabulary use in juniorhigh school students'writing,this study combined PBL with writing teaching andcarried out a 10-week writing teaching experiment.After the experiment,the studentsare tested and interviewed,which means a combination of quantitative analysis withqualitative analysis.Through the analysis of the experimental results,the mainfindings of this study can be summarized as follows:

First of all,compared with the traditional PWP writing teaching model,PBL-based writing teaching can effectively improve the lexical richness of students'writing,which is mainly reflected in the three dimensions of lexical variation,lexicalsophistication and lexical density,while there is no significant impact on thedimension of lexical errors.This means that after 10 weeks of PBL-based writingteaching,students can use a variety of different types of words in writing,and thecontent information in the text is more abundant,in the meanwhile,they can use moreprofessional advanced vocabulary to express themselves.In addition,for studentswith different writing levels,the impact is also different.For students with highwriting levels,PBL-based writing teaching has a significant advantage in improvingthe lexical variation and sophistication in their writing but has no obvious impact ontheir lexical errors and lexical density.For students with medium writing levels,their lexical variation and lexical density have been significantly improved,while forstudents with low writing levels,this teaching method has the most positive impact ontheir lexical density,while the impact of other aspects is not significant.

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