Effects Of Blended Learning On Lexical Chunk Study Of High School Students:An Empirical Study

New Curriculum Standard has set a higher requirement for high school students' vocabulary using ability,which brings plight between time-consuming and inefficient vocabulary teaching and the higher requirement of vocabulary using ability.There are lots of fixed or semi-fixed chunks in language.Lexical chunk melts semantics,syntax and context in itself,which can be seen as the basic unit of English teaching.In the Internet era,blended learning has become a new trend.It combines face-to-face learning in classroom and online learning together,which expands online learning time and space.These advantages meet the need of modern students' personalized and customized learning.Under this background,this research takes the Lexical Approach Principles of Lewis as the guidance to make lexical chunk micro lesson videos which last three to five minutes.Based on the Theory of Information Processing,this research designs the senior high school English lexical chunks teaching model of blended learning to explore the effect of blended learning on high school students' awareness of lexical chunk and the ability to use lexical chunk.Two specific questions of the research are as follows:(1)What's the effect of blended learning on high school students' awareness of lexical chunk?(2)What's the effect of blended learning on high school students' ability to use lexical chunk?Two intact classes in grade two of a key high school in Yueyang are the research subjects.The English lexical chunk teaching model of blended learning is used to teach students in experimental class.In this model,students watch the micro lesson of lexical chunk before and after class.The traditional face-to-face lexical chunk teaching method is used to teach experimental students in the class.The controlled class accepts the traditional way of face-to-face lexical chunk teaching in class.They preview the textbook and review what they have learned in the class by themselves without watching micro lesson of lexical chunk.Qualitative and quantitative research methods are used to analyze research data.The research tools include lexical chunk tests and a questionnaire.The research results are as follows:(1)Blended learning has the active effect of fostering high school students' awareness of lexical chunk.There is limited time on lexical chunk teaching in class.Through the English lexical chunk teaching model of blended learning,lexical chunk can be reviewed frequently,which allows students to feel lexical chunk firstly,then understand it,accept it,internalize it andeventually reach the goal of fostering students' lexical chunk awareness.(2)Blended learning has the active effect of improving high school students' ability to use lexical chunk.The following factors allow students to repeat lexical chunk more often.They are face-to-face lexical chunk teaching in class and online lexical chunk learning,through the stimulation of vision and auditory sense by watching micro lesson of lexical chunk and lexical chunk learning in and out of class with plenty of consolidation exercises,which all help students to consolidate and enlarge lexical chunk and improve students' ability to use lexical chunk.Through empirical study,the research finds that blended learning has the active effect of fostering high school students' lexical chunk awareness and improving their ability to use lexical chunk.Therefore,applying blended learning to lexical chunk class has its practical significance.