An Application Study Of Lexical Chunks Used For English Vocabulary Teaching In Senior High School

Vocabulary, an integral part of human language system, plays an important role in language learning. As everyone knows vocabulary is necessary during the process of learning language; it enables many learners to use their knowledge of the language effectively and efficiently. A large size of vocabulary can promote language learners to learn and master language better. Nevertheless, as the literature reveals, vocabulary teaching has been improper for quite a long time in China; both the traditional and modern linguistic theories have placed little emphasis on vocabulary, focusing more on grammar. Until1980s, the development of huge computer corpora of language data allows linguists and teachers to look into the nature of language and the role of vocabulary. Then people have a new idea of vocabulary teaching.There are plenty of fixed or semi-fixed expressions in English. These expressions are stored as units in the language learner's brains in order to be used freely. What is more, these lexical chunks play an important role in language acquisition. So the language learners can express themselves fluently. There are an increasing number of researches on lexical chunks, especially the research about the function of lexical chunks in English teaching. But most of these studies on lexical chunks remain on the level of theoretical discussion and many practical problems also need to be explored, particularly the research on lexical chunks for senior high school students. For this reason the author intends to inquire into how lexical chunks help senior-high school students learn words. By means of investigation, this thesis tries to provide some useful and practical evidence for related studies on vocabulary learning, and to put forward some constructive suggestions concerning how to teach and learn vocabulary in senior high schools through learning lexical chunks in China.This study, based on the Lexical Approach put forward by Michael Lewis, intends to explore the lexical chunks'advantages in helping senior high schools" students remember vocabulary. And the author believes that lexical chunk teaching can promote the students" ability of vocabulary learning. In order to verify the hypothesis, the author carried out an experiment for a period of one semester between two classes. And the objects are the Grade Two students of No.1Senior High School in west city of Yongcheng. Lexical chunk theory is applied to this experimental class. Then the author found the following conclusions on the basis of a detailed study design and a scientific data analysis.(1) The test scores of the final exam at the end of this study show that the students in experimental class did better than those of contrasted class. The experimental students used more lexical chunks in their articles, which illustrated their vocabulary has been enlarged.(2) Through questionnaire and interview, the author also found the learning motivation, interest as well as confidence of the experimental students have been greatly improved. All these are helpful for developing their ability of teaching themselves.In this thesis, there are five chapters. Chapter One is a brief introduction, containing research background as well as the significance of the research. And it explains the urgency and importance of vocabulary learning, and the present situation of vocabulary learning senior high schools. Also, it illustrates the importance of large vocabulary size and the relationship between lexical chunks and second language acquisition. Then the second chapter is the literature review on lexical chunks at home and abroad. Here it includes the definitions, features and classifications of lexical chunks. Then the next is some related studies on lexical chunk. Chapter Three explains the research in details, such as research questions, methodologies, subjects and research tools. The Chapter Four is the chief part of this thesis. In this section, the research procedures are illustrated in details. Then analyze the results of the questionnaires as well as the comparison between pretext and posttest. The fifth chapter gives a summary of this study. For example, there are findings from this study, limitations of this study, implications as well as suggestions of the research for English vocabulary teaching and learning based on the results of this survey.