| The importance of lexical acquisition in Second Language Learning is self evident. However, for some time now, the focus in teaching Chinese as a second language has been on grammar, and to a certain degree, the importance of lexical study has been ignored, resulting in lexical research and lexical teaching becoming a weak link in the overall process of second-language education.In recent years, as lexical research has developed, chunks have gradually become the focus of language researchers. Using computers, researchers collected data on language used in everyday conversation and found that 70% is made up of chunks, which has provided new thinking for language teaching: whether or not the methods of speech used in face-to-face communication can be applied in language teaching.This paper presents a systematic review and analysis of the formation and development of the language chunk theory, as well as providing a definition and classification of Chinese chunks which is based on prior research, analyzing Chinese chunks at differing levels of both words and sentences. The word level can be divided into temporary and set-structure chunks, whereas the sentence level can be divided into sentence-structure, single sentence and turn chunks.This paper has also employed questionnaires and tests to determine the usage of chunk learning strategies by international students of different language acquisition levels, as well as using SPSS (17.0) to analyze and compile the acquired data and present it in chart form. In analysis of the charts, it was found that beginner and high level international students used language chunks more effectively than intermediate students, making the intermediate stage a low period in chunk usage. Analysis has been provided for the cause of this, and suggestions for teaching methods regarding this problem have been put forward.
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