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> 3.4.1 Interview........35
3.4.2 Pre-test, post-test and scoring......35
3.4.3 Standard of scoring....36
3.5 Instructional Procedures in the EC and CC....36
3.5.1 Instructional Procedures in the EC........36
3.5.2 Instructional Procedures in the CC....39
3.6 Collection of Data....40
3.7 Sample lessons........41
Chapter Four Results of Analysis......46
4.1 Results and analysis of Interviews......46
4.2 Results and analysis of the pre-tests......47
4.2.1 Results of Pre-test....47
4.2.2 Analysis of the pre-tests........50
4.3 Results and analysis of the post-tests......52
4.3.1 Results of the post-tests......52
4.3.2 Analysis of the post-tests........54
Chapter Five Conclusion......57
5.1 Major Findings........57
5.2 Limitations....57
5.3 Suggestions for Future Research....58

Chapter Four Results of Analysis

4.1 Results and analysis of Interviews
Before the experiment, an interview is carried out in the EC according to the writingpre-test. The interviewees are randomly chosen. They range from low-levels throughinter-mediate to high-levels. Each level chose 5 students to finish the question of Interview. Inthe final stage of the experimental research, the same 3 groups of subjects from the EC wereinterviewed. Several central questions about lexical chunk approach in English writing weredesigned in advance. The interviews are about their writing beliefs, strategies and writingobstacle. The raw data is to be found in Appendix I.According to the pre-interview and post-interview, most of the subjects think thatlexical chunks help a lot in their writing compositions. They find there are many ready-madelanguage chunks in English. They can use them directly to express ideas without muchcognitive processing and thus avoid the falsely creation of language. By using them, they findthat the language in their compositions is more accurate and authentic. Some Englishsentences are very brief but expressive, and some are unique English expressions. Withoutnoticing them, they often find it difficult to express similar ideas.And what they find most difficult is the English idioms, aphorisms, and epigrams, forthey can not find many of them in their text books and other available materials. Howeverthese institutionalized expressions are more native-like and convey specific meanings.Sometimes it is hard to understand them without understanding the English culture.
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Conclusion

This paper, whose main purpose is to explore the application of Lexical ChunkApproach in the English writing teaching as well as the effectiveness of Lexical ChunkApproach, is an experimental study. Several findings are as follows:
(1) The subjects in the EC utilize larger amount of lexical chunks in their English writingthan those in the CC due to the Lexical Chunk Approach teaching and learning.
(2) The number of lexical chunks in the composition has a positive correlation with thecomposition global score.
(3) From the interviews, we can see that most subjects are in favor of the lexical chunkapproach and being positive about their English writing improvement from aspects includingaccuracy, fluency, adequacy and idiomaticity.
(4) The study on lexical chunk approach provides 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。