| The Compulsory Education Curriculum Standard(MOE,2022)requires that vocabulary teaching should focus on cultivating students’ awareness of lexical chunks and improve their ability to express meaning accurately in addition to guiding students to understand and use the learned vocabulary deeply.In class,teachers should pay more attention to the teaching of lexical chunks.Therefore,lexical chunk teaching is very important in foreign learning and it is also an important guarantee of communication fluency and accuracy.However,the current situation of lexical chunk learning is not optimistic,so it is very meaningful to find a good way to effectively promote lexical chunk acquisition.Wang Chuming(2015)proposed that continuation task was one of the most effective ways to promote foreign language learning,and he proved that continuation task was useful for English learning.This thesis aims to probe whether and to what extent continuation task can enhance and promote the lexical chunk acquisition.This thesis aims to answer three research questions:(1)What is the students’ attitude towards the promotion of lexical chunk acquisition by continuation task?(2)What is the impact of continuation task on the learning promotion and retention of lexical chunks?(3)What are the differences among the acquisition effects of different lexical chunks?In this thesis,168 students of six parallel classes in grade two in a junior high school in Fangshan District,Beijing were selected as subjects and this experiment lasted for 14 weeks.The six classes were randomly divided into three groups,and one class was selected randomly as the continuation class in each group and the other as the general reading class.Through the pre-test,the target lexical chunks were determined.The target lexical chunks included three types: V + N lexical chunks,Adj + N lexical chunks and Prep + N lexical chunks.Then the teaching intervention was carried out.After the experiment,the target lexical chunks were tested in real-time and delayed tests(once a week and once a month respectively).After the data collection,SPSS 22.0,sample T test,paired sample T test,and multi-factorial variance analysis were used to test whether there are significant differences.Through a fourteen-week teaching experiment,some data are collected and analyzed,and the following conclusions are drawn:1.Through continuation task,students improved their confidence in lexical chunk learning and in English writing to varying degrees.2.The effect of continuation task on promoting and maintaining lexical chunks is better than ordinary reading tasks.3.There are significant differences in the acquisition effects of different lexical chunks.The acquisition effect of V + N lexical chunks was the best,and the retention effect of Adj + N lexical chunks was the best.The conclusions of this study provide some suggestions for lexical chunk teaching:(1)English teachers should pay more attention to the teaching of lexical chunks,and take reasonable and effective methods to improve students’ lexical chunk acquisition and retention,such as continuation task.(2)Teachers should pay more attention to the teaching of different types of lexical chunks,guide students to construct corresponding schemas about the structure of various types of lexical chunks,and pay attention to increase the identification and practice of them.(3)Teachers should remind students of reviewing the learned lexical chunks in time and do more exercises.This study preliminarily confirmed the learning promoting effect of continuation task on lexical chunk acquisition,but the test paper form,reading material genre and lexical chunk type are not comprehensive.Later researchers can try to use better test methods,investigate other genres or increase the investigation of other lexical chunk types. |
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