摘要
Compared structural approach with communicative approach, the former puts too much emphasis on linguistic knowledge and neglects the language application, while the latter lays too much emphasis on the communicative classroom activities and neglects the systematic study of linguistic knowledge. Both of them cannot meet the requirements of improving the non-English major students＇ argumentative writing scores. So based on the Lexical Approach theory, taking the College English Integrated Course 4 （LI, 2003） as the main teaching material and lexical phrases as teaching and learning units, this study explores the effectiveness of the Lexical Approach in improving non-English major students＇ argumentative writing through classroom activities of input, absorption, and output of lexical phrases. The results show that lexical phrases have more effects on students＇ English competence than single words. They can help to improve the argumentative writing scores and cultivate an interest in learning English independently.
