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al Chunks in Writingand Writing Scores............ 75

Chapter Four Results and Discussion

In this chapter, the data collected are to be analyzed by SPSS 21.0and the results are to be reported. This chapter consists of two sections.The first section discusses students’ awareness to use the lexical chunksafter the lexical chunks instruction. The second section discusses thewriting scores after the lexical chunks instruction, especially therelationship between the usage of each kind of lexical chunks and thewriting score.

4.1 The Effect of Lexical Chunk Instruction on EnglishMajors’Awareness to Use Lexical Chunks in Writing

The total amount of lexical chunks used in the pre-test by thestudents in EG (see the raw data in Appendix F) and CG (see the raw datain Appendix F) are processed by the SPSS 21.0 to examine whether thereis difference between students in the show of lexical chunks. Here are theresults.According to Table1-1, it can be seen that the average amount oflexical chunks of EG and CG is similarly the same as the value of mean is10.59 for EG and 10.75 for CG. So, there is no previous difference instudents’ awareness to use lexical chunks in the writing. To make theconclusion more persuasive, the following analysis is necessary.According to the data in Table1-2 for the lexical chunks of EG andCG in pre-test, the sig. (2-tailed) is .841(P> .05). So although there islittle difference in students’ awareness to use lexical chunks in pre- test ofEG and CG, the difference is not very obvious because it doesn’t reach toa significant level.

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Conclusion

English writing is difficult for many students, especially for studentsin the independent college who has a poor foundation in English. Lexicalapproach holds that lexical chunk is the basic unit of the sentence anditself contains the grammatical information. Students can keep lexicalchunk in mind and directly extract it when there is a need to use itwithout thinking the grammatical rules. So, the lexical approachadvocates giving more lexical chunk instruction in the English class. Thispaper take the students in the independent college as the experimentalsubject, and the aim of this paper is to find out the effect of lexical chunkinstruction have on students awareness to use lexical chunk in writing andthe relationship between the use of lexical chunk and writing scores afterthe lexical approach.To the first research question, the results are as follows.The interdependent samples tests show that the average amount oflexical chunks of EG and CG is similarly the same in the pre-test, but inthe post-test there is significant difference in the show of average amountof lexical chunks of EG and CG. Paired samples tests show that the totalamount of lexical chunks in EG has improved but the there is no changein the CG. The conclusion can be made that after the lexical chunks instruction, the awareness of the students in EG to use lexical chunks inwriting has improved. However, the students in CG are still at the samelevel without the lexical chunks instruction. By contrasting the EG andCG, it can be drawn that lexical chunks instruction can greatly strengthstudents awareness to use lexical chunks in the writing.
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The reference (omitted)
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