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Chapter one Introduction

1.1Background of the Study
English has become more and more important in China with the development ofinternational economics. For most Chinese students, the final goal of learning English is toacquire listening, speaking, reading and writing ability in the environment of China’s foreignlanguage teaching. Among them, writing plays an important role in leaning a foreignlanguage. Through the written expression we can exchange ideas and information, tostrengthen communication. But writing has always been a challenge for most Chinesestudents when they learn English. Writing is especially one of the weakest parts to normalschool students. It is observed that although many students remember quite a lot of words andphrases and understand the text quite well, it is still difficult for them to produce a goodcomposition，and they can’t use proper words and phrases in appropriate situations. In normalschool students’ compositions there often appears some expressions, which are wrong ingrammar, don’t agree with the habitual expression of the native or not idiomatic. However,English writing has not get the attention it deserves in the actual teaching course, especially innormal school. In English teaching process to cultivate students’ basic writing skills is animportant aspect. Therefore, how to teach English writing effectively attracts the attention ofmany researchers and teachers of EFL home and abroad. They have already done researchesfrom various aspects.
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1.2 Objectives of the study
There are many studies and discussions about language chunks, language input andoutput in the research of English writing. But few people have studied the combination of thethree aspects. Since language chunks are so important to language acquisition, it is verysignificant for us to study the relationship between the input of language chunks and thelanguage output in writing. According to the latest research theories mainly by Nattinger andDeCarrico, Lewis and Krashen, this paper used the method of comparative analysis, to findout how the approach influences the English writing teaching and the positive effect onwriting. The author will conduct an experiment among some of the students in Pingdu NormalSchool in order to get some useful data. Meanwhile the author wants to collect some datarelated to the experiment and some information on how the approach applies. The researchquestions are: 1) Can the input of language chunk teaching increase the composition scores ofnormal school students? 2) Can the input of language chunk teaching improve students’whole language ability? 3) Can the input of language chunk teaching help students cultivatepositive emotions and promote English learning confidence.The purpose of the thesis is to make all experiments to verify the assumptions that chunkinput method play an important role in improving the students’ writing ability. This methodhas both theoretical and practical significance, and it may expand our horizons and provide abetter teaching path.
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Chapter Two Literature Review

2.1 Language chunks
Many researchers studied the importance of language chunks in English teaching.However, there is no fixed term accepted universally for language chunks. For which, morethan forty terms could be found in the existing literature, such as lexical chunks, lexicalphrases, formulate spe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。