| Abstract | 第5-6页 |
| 摘要 | 第7-12页 |
| Introduction | 第12-16页 |
| 1. Background of the research | 第12-13页 |
| 2. The significance of the research | 第13-15页 |
| 3. Organization of the thesis | 第15-16页 |
| Chapter1 Literature review | 第16-23页 |
| 1.1 The definition of lexical chunks | 第16-17页 |
| 1.2 The Classification of lexical chunks | 第17-18页 |
| 1.3 Lexical chunks recitation input | 第18-19页 |
| 1.4 Lexical chunks and English writing | 第19-23页 |
| 1.4.1 Ability requirements of English writing in Senior High School | 第19-20页 |
| 1.4.2 Research status of the relationship between lexical chunks and the writing teaching | 第20页 |
| 1.4.3 The advantages of the application Lexical chunks input teaching method to English writing teaching | 第20-23页 |
| Chapter 2 Research methodology | 第23-27页 |
| 2.1 Research purposes | 第23页 |
| 2.2 Research hypothesis | 第23页 |
| 2.3 Research subjects and teaching materials | 第23-24页 |
| 2.4 Research instruments | 第24-25页 |
| 2.4.1 Questionnaire on the writing condition of senior high school students | 第24-25页 |
| 2.4.2 Pre- post English writing tests and the data analysis | 第25页 |
| 2.4.3 Interviews | 第25页 |
| 2.5 The experimental scheme | 第25-27页 |
| Chapter 3 Teaching process in the experimental class | 第27-43页 |
| 3.1 Lexical chunks input in daily teaching | 第27-37页 |
| 3.1.1 Lexical chunks input from the reading part in textbook | 第27-31页 |
| 3.1.2 Lexical chunks input from extra reading and other ways | 第31-32页 |
| 3.1.3 The consolidation and practices of lexical chunks | 第32-37页 |
| 3.2 An actual teaching examples of a writing course | 第37-41页 |
| 3.2.1 Examine the requirements of the composition first | 第38-39页 |
| 3.2.2 Brain storm to collect relative lexical chunks | 第39-40页 |
| 3.2.3 Classroom timed writing | 第40页 |
| 3.2.4 Teacher’ correction and feedback | 第40-41页 |
| 3.3 Routine teaching of the control class | 第41-43页 |
| Chapter 4 Data collection and analysis | 第43-55页 |
| 4.1 The data from the pre- post writing tests and its analysis | 第43-48页 |
| 4.1.1 Independent-samples T test of pre-test scores between the two class | 第43-44页 |
| 4.1.2 Independent-samples T test of post-test scores between the two class | 第44-45页 |
| 4.1.3 Peer-samples T test of the scores between pre-test and post-test of the experimental class | 第45-46页 |
| 4.1.4 Independent-samples T test of pre-test the number of lexical chunks between the two class | 第46页 |
| 4.1.5 Independent-samples T test of post-test the number of lexical chunks between the two class | 第46-47页 |
| 4.1.6 Peer-samples T test of the number of lexical chunks between pre-test and post-test of the experimental class | 第47-48页 |
| 4.2 The data from the pre- post questionnaires and its analysis | 第48-53页 |
| 4.2.1 The data from the pre- questionnaires of the two classes and its analysis | 第48-50页 |
| 4.2.2 The data from the pre- post questionnaires of the experimental class and its analysis | 第50-53页 |
| 4.2.2.1 The survey of students’ attitude toward English writing | 第50-51页 |
| 4.2.2.2 The survey of the condition--students’ using the lexical chunks recitation input method | 第51页 |
| 4.2.2.3 The survey of the input and consolidation of the lexical chunks | 第51-52页 |
| 4.2.2.4 The survey of the output of lexical chunks and its application in English writing | 第52-53页 |
| 4.3 The data from the post interviews of the experimental class and its analysis.42 | 第53-55页 |
| Conclusion | 第55-59页 |
| 1. The significance and the results of the research | 第55-56页 |
| 2. Implications of the experiment and suggestions for teaching | 第56-57页 |
| 3. Limitations of the research and suggestions for future study | 第57-59页 |
| References | 第59-63页 |
| Appendix Ⅰ,Ⅱ, Ⅲ | 第63-66页 |
| Acknowledgements | 第66页 |
