Vocabulary Teaching Mode Under The Theory Of Lexical Chunk In Junior High Schools

In recent years, vocabulary teaching and learning has attracted much concern,since vocabulary knowledge is quite complex with multi facets that teachers shouldhelp learners to understand the concept of a lexical item in a complete way. Thedepth of vocabulary knowledge of has long been overlooked in traditional vocabularyteaching, although it is a key to the development of language. Lexical chunks as a keyfactor in the depth of vocabulary knowledge has aroused much interest in the area oflanguage teaching and learning recently.There have been many descriptions of lexical chunks, like lexical items, lexicalphrases, prefabricated units and so on. Despite the terms, they are important in thelanguage acquisition and language use and they benefit language teaching. Corpusanalysis and computational linguistics has made it capable to analyze the largequantities of natural statistics. Besides, the work in cognitive and psycho-linguisticresearch reinforced the use of lexical chunks.In spite of the many years’ of painstakingly learning of English vocabulary,English learners’ language ability in using the language is quite weak when comparedwith their language comprehension. Therefore, this paper is to probe the effect oflexical chunks on English language learning and teaching. This paper is consisted ofthe following five parts:The first part mainly makes a brief introduction of the origin of the view, thesignificance of the study and the outline of the whole text. The second part makes anexploration of the definition of lexical chunks, the classification of the model oflexical chunks and the part that lexical chunks play in English language teaching andlearning. Besides, it explores the effects of lexical chunks and the Lexical Approach.Compared with the traditional lexical teaching models, Chapter3mainly deals withthe exploration of the study of lexical teaching models in classroom under the theoryof lexical chunks. Chapter4describes the comparative study of experiment ofclassroom lexical teaching models and the tests among students of two classes withsimilar level. Chapter5lists some major findings of the study, gives some suggestions on future work in this field, and points out the limitations of this study.