A Research Of English Vocabulary Teaching In Junior High School Based On Lexical Chunk Theory ——A Case Study In Xi’an X Junior High School

In this thesis,this study mainly discusses and analyzes the application of lexical chunk theory in English teaching and learning process in junior high school.In Lewis’ opinion,language is grammarized vocabulary rather than lexicalized grammar,and the core of language learning is vocabulary.Even though grammar（structures）is important for English learning study,vocabulary is equally significant in English teaching and learning.Mastering chunk acquisition is very closely related to foreign language teaching.However,there are a few studies related to the teaching and learning of lexical chunk in junior high school English.Therefore,this study mainly focuses on the effectiveness and feasibility of lexical chunk teaching in junior high school English teaching.This study mainly uses the method of empirical research,draw support from questionnaire survey to analyze the current junior middle school English learning situation,and put to use the method of quantitative analysis to study the effectiveness and feasibility of vocabulary teaching.The main contents of this thesis include to solve the following aspects:（1）What method can be adopted to have a positive impact on students’ English vocabulary learning and their learning attitude?（2）What changes may happen to students’ interest,confidence,attitude and methods used in the learning of English vocabulary after applying lexical chunk model?（3）What alterations occur to students’ English vocabulary learning scores for the students with different level after applying lexical chunk methods?Subjects of this experiment were Grade Seven students from in Xi’an X Junior High School.According to the cognitive and psychological characteristics of the seventh-grade students and taking the actual English level of the seventh-grade students into consideration,a preliminary test was conducted for the students’ vocabulary,aiming at mastering the current English vocabulary level of the students.After that,many interviews and questionnaires are used to comprehend the application of students’ attitude,learning interest,learning confidence and learning strategies during the process of English vocabulary learning.On the basis of the above contents,this study carried out lexical chunks learning action study for 20 weeks.The student samples are chosen from Class 3 and Class 4.The two classes have the equivalent achievements,the same learning content and the progresses are consistent.After the research,this study executed vocabulary test,questionnaire and interview for the second time.According to the results,the application of lexical chunks plays a very positive role in improving students’ vocabulary knowledge and can improve students’ confidence and interest in vocabulary learning.And the lexical chunk theory can help students improve their vocabulary scores.Howbeit the influence of the application of lexical chunks varied a lot for students’ different academic ability at some minor levels.This method has a few significant effects on students with high scores.But for students of middle and low scores,this approach had a very significant promoting effect.According to the experimental results,the Lexical Chunk Model can significantly improve the accuracy and proficiency of students in English teaching in junior high school.Teachers need to use a variety of different ways to spread English teaching,let the student be able to get in the middle of the chunk teaching corresponding revelation,and consciously in the process of learning memory chunk,and use chunks more effective for vocabulary to improve oneself,eventually reach the degree of to raise their English comprehensive literacy.This study puts forward the following recommendations for teachers’ vocabulary teaching:（1）Teachers should develop the consciousness of vocabulary chunk teaching.（2）To design and carry out activities and connections that have positive effects on chunk output.（3）Teachers can guide and shape students to have the basic literacy and ability to independently learn lexical chunks.（4）Teachers need to help students build a language environment closer to life.This study firmly believes that the use of Lexical Chunk Model can produce positive effects on junior high school English teaching to a large extent.