A Practical Research Of Lexical-Chunk Theory To Vocabulary Teaching In Non-English Major

As a dominant part in English teaching and learning, vocabulary teaching always plays a critical part in language teaching. Because the degree that students master vocabulary directly affects the speed of the progress in learning English. One of the five skills of a language-----listening, speaking, reading, writing and translating will be made possible with the degree of grasping vocabulary. All the time, most of people have made a large number of researches about the effective method of vocabulary teaching. In this paper, the writer will explore and reform the method of vocabulary teaching according to using the lexical approach.Chapter two is the literature review. In this part, the writer explains the definition and classification of the lexical chunk. Meanwhile,the writer resolves the function of the understanding and remembering lexical chunks and the function of retrieving and using lexical chunks. In addition, this part introduces the present researches of the lexical approach both here and abroad.Chapter three is the feasibility analysis about the lexical approach. In this part, the writer analyses this theory from this three theories,that is, Corpus Linguistics,Cognitive Linguistics, Second Language Acquisition theory. Chapter four describes the research design. In this part, it mainly explains the question of the study and the hypotheses, that is,whether the lexical approach has more advantaged to the understanding, remembering, retrieving and using of the lexical chunks. In the experimental study, the writer sets the experimental classes and the control classes, uses the statistical software SPSS to collect data and researches them on the independent samples T-test. The purpose is to test subjects after the lexical approach and make sure of the effect of their learning whether it is more better than traditional methods and analysis of problems in the experiment. Through this data analysis, we can know that teaching lexical approach is feasible because the results in the experimental class is higher than the control class results. In fact, the chunk itself has the features of semantics, pragmatics, and syntax that make learners greatly improved memory efficiency, and enhances the students understanding of the lexical chunks. Because students store enough chunks, then they can retrieve and use the lexical chunks quickly in the actual communication. Because you do not need much time, which greatly eased the pressure of students, it can improve the accuracy and fluency of language.Chapter five presents conclusions. According to the comparative analysis of the data, we can know that the lexical approach is more helpful than the traditional teaching methods, which can promote students to enhance understanding and remembering chunks, but also help students quickly and correctly use the lexical chunks.As a new research direction, it has certain advantages. To a certain extent, it can prove that the lexical approach will impact on student's English learning. I believe that the research results have certain revelation on vocabulary teaching. However, it can not be ignored that some limitation still exist in the current study, and it is also lack of research time.