| Vocabulary is the cornerstone of language,which is one of the three essential components of language(pronunciation,vocabulary,grammar).Language acquisition requires learners to acquire considerable vocabulary knowledge in depth and width.It is evident that vocabulary teaching occupies a crucial position in language teaching.Nevertheless,there are still problems in English vocabulary teaching and learning at the present stage.The method of teaching English vocabulary is dominated by the traditional vocabulary teaching method,which leads to students’ vocabulary learning level being in the inefficient state of rote memorization so that students’ ability to use English is not developed.Consequently,the discussion on how teachers can effectively teach vocabulary to assist students in developing an awareness of vocabulary learning,and improve their abilities to learn vocabulary,which has become the concern of many educators and scholars.This study is under the guidance of lexical chunks and aims to apply the theory to vocabulary teaching in senior high school.With the emphasis on considering lexical chunks as the smallest unit for vocabulary teaching,lexical chunks strengthen the input and output of language,effectively enlarging students’ vocabulary,and improving the correctness and fluency of language application.Meanwhile,the study is conducive to develop students’ independent development on vocabulary learning skills,as well as improving learners’ ability to use English.In order to verify the impact of the vocabulary teaching approach guided by lexical chunks on vocabulary teaching in senior high school,this study conducted three-month teaching experiments in Xining No.4 Senior Middle School in Qinghai.The subjects were 108 students in two parallel classes of Grade One.The 54 students in class one of Grade One as the control class adopted the traditional vocabulary teaching mode.As an experimental class,54 students in Class two of Grade one adopted the lexical approach.To validate the effectiveness of the lexical chunk approach,this experiment combined qualitative analysis and quantitative analysis,adopted tests,questionnaires and interviews as research instruments,to investigate the following questions.1.What is the situation of vocabulary teaching in Xining No.4 Senior Middle School?2.How can English teachers apply Lexical Chunks in English vocabulary teaching?3.What effects can be produced by applying Lexical Chunks to vocabulary teaching in Xining No.4 Senior Middle School?After three months of teaching experiments and statistical analysis of experimental research data,the following conclusions are made.From the results of the questionnaire and interviews conducted before the experiment,it is clear that the present situation about the level of applying lexical chunks to vocabulary teaching in senior high school is not optimistic.The majority of students are mainly accustomed to rote learning.The application of lexical chunks develops the students’ ability to recognize,memorize and use lexical chunks in the experimental classes.This stimulates students’ interest in vocabulary learning and improves their ability on lexical memory and lexical competence.Through the results of questionnaires,interviews and tests conducted after the experiment,further evidence suggests that the lexical chunk approach has effectively improved the student’s test scores and comprehensive ability in language application.In general,the application of lexical chunks can promote learners’ interests in vocabulary learning,to improve learners’ language ability.This study also arouses students’ enthusiasm in lexical chunks.Due to the limited time and inefficient practical experiences,the research should be advanced and perfected further.To this end,teachers should apply the approach to practice in accordance with students’ practical condition and their needs.Furthermore,teachers should strengthen their research on lexical chunks,thus laying the foundation to provide guidance for effective vocabulary teaching. |
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