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   3.2 The Instruments of the Survey ........29-30
    3.3 The Subjects of the Survey ........30-31
        3.3.1 The Subjects of the Questionnaire........ 30-31
        3.3.2 The Subjects of the Interview ........31
    3.4 The Procedures of the Survey ........31-34
Chapter 4 The Analysis and Discussion ........34-55
    4.1 The Analysis of the Questionnaires........ 34-43
    4.2 The Analysis of Interviews........ 43-53
        4.2.1 Interviews with Students ........43-49
        4.2.2 The Analysis of Interviews with Teachers........ 49-53
    4.3 The Discussions of the Survey........ 53-55
Chapter 5 Conclusion........55-64
    5.1 Main Findings........55-56
5.2 Suggestions and Implications........ 56-64

Conclusion

All in all, writing is a kind of creative work. The cultivation and improvementof writing ability depend on the solid language foundation, scientific methods andmuch writing practice. Lexical-Chunk Approach is consistent with the cognitive lawof the overall comprehensive teaching. Lexical chunks provide the raw materialthemselves for language acquisition. From the studies done by some authoritativeresearchers we conclude that the use of lexical chunks can reduce the difficulty oforganising materials. Not only can time be saved, but also the accuracy and -appropriateness of written discourse can be improved efficiently. Of course, toimprove the students' English writing level, a good writing teaching method is notenough. As is known, there are many different kinds of English teaching methods,each has its advantages and disadvantages. We should leam to use them according toour own conditions and form an overall view of teaching and learning. It is thecombination of the students' learning ability and the teacher's excellent instructionthat plays the key role in English writing. As a senior high school English teacher, inthe teaching process we should pay enough attention to mobilizing the enthusiasm ofstudents，and increase the guidance and training of students' creative writing.

References
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2Becker, J. 1975. The phrasal lexicon. Bolt Beranek&Newman Report No.3081，AI Report No.28
3Chomsky, N.1965. Aspects of the theory of Syntax. Cambridge, Mass: MIT Press
4Deng, Lirong. 2004. Prefabricated Chunks and College English Teaching.Journal of 5Educational Institute, No.4, 2004.(邓利蓉，《预制语块与大学英语教学》，兵团教育学院学报，2004年第4期。）
6Diao，Linlin. 2004. A Survey of Chinese English Majors' Chunk Competence.Journal of PLA University of Foreign Languages. No. 4，2004.(习琳琳，《英语本科生词块能力调查》，解放军外国语学院学报,2004年第4期。）
7Ding, Yanren. & Qi, Zhong. 2005. Use of Formulaic Language as a Predictor ofL2 Oral and Written Performance. Journal of PLA University of ForeignLanguages. No.4.
丁言仁，戚众，《词块运用与英语口语和写作水平的相关性研究》，解放军外国语学院，2005年第3期。)
8Education Department of People's Republic of China. 2003. The New National
9English Curriculum Standard. Beijing: Beijing Normal University Press.(中华人民共和国教育部，2003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。