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of language. To  make matters worse, if these st udents can’t express their original opinion, they probably ponder them in Chinese and translate them into English later, or they choose to note some useless chunks and combine them to make a sentence.Thus it is impossible for them to pick up the suitable chunks and sentences, which caused the chanting of sentence and short of change.

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Conclusion 

The c onclusion p art will  summarize th e last c onclusion  of th is thesis , an d al so prese nt so me limitations and suggestions for the further research. The findings from this study prove lexical chunks approach is very  effective in English writing to EFL learners of Middle School. Lexical approach may and must help students grasp and apply the lexical chunks i n m uch  the sam e w ay lik e  the  first la nguage le arners  do.  The  burden  of reply ing t heories  of grammar and theories of communicative competence may avoid by this approach, so we should apply the approach in EFL teaching and make use of the findings in relation to the effects of learning approach on English acquisition.In order to look into the usefulness of teaching lexical chunks on junior high school students' writing proficiency, we have studied two natural classes from Grade 7  in Taolin Middle School in terms of the relevance between the lexical chunks and the performance of their writing. We have testified the author's own quest ions. Accordi ng to t he result s of the  the  experimental  study, we c an reac h the foll owing conclusions: First of all, the Lexical-Chunk Approach can efficiently advance junior high school students' writing ability. It is d emonstrated by the research that lexical chunks have created positive influence on students' writing development. The experimental class students' writing level, i.e. writing ability was considerably higher than that of the control class. Then, as sh own by the q uestionnaire  data a nalysis,  lexical c hunk  approach  can  enhance st udents' learning interest level, the practice lexical learning methods influenced the students attitude toward writing, reinforced their learning motivation and self-assurance. 
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Reference documents (omitted) 
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