On The Application Of Lexical Chunk Approach In Senior High School Vocabulary Teaching

Vocabulary is one of the three basic elements that consist of the language, and it is the basic component to utilize all the languages to communicate. So mastering a certain amount of vocabulary is the basis for learning English. However, studies have found that90%of spontaneous speech is to be achieved through the fixed or semi-fixed chunks which exist between words and phrases. In recent years, the Lexical Chunk Approach proposed by Michael Lewis has been paid much more attention to. He believes that chunks are the focus of the language use, therefore, should become the focus of the language learning. The existence of Lexical Chunk Approach speed up the processing of learning language. It is the great significance to promote the language acquisition and language fluency. Lexical approach emphasizes on the development of learner’s chunk capabilities. That is to get students to grasp the fixed or semi-fixed phrases collocations and sentence patterns frequently appearing in communication. So it is significant for senior high school students to learn the Lexical Chunk Approach. This paper introduces the present situation of senior high school English vocabulary teaching and curriculum reform on vocabulary teaching. On the basis of cognitive theory in memory processing and Chomsky’s universal hypothesis grammar theory, the paper elaborates the strategy of Lexical Chunk Approach which is applied to senior high school English vocabulary teaching. In order to see the function of the Lexical Chunk Approach, the writer chooses two parallel classes to perform teaching experiment. One of the classes was appointed as the experimental group, where the lexical approach was employed, and the other as the control group, where traditional teaching was in use. As a result, The experiment testifies that the Lexical Chunk Approach is effective. It is helpful to improve students’ comprehensive ability and to improve the accuracy of students’ communication.This paper consists of five parts. This first part states the importance of vocabulary learning, and analyzes our current situation of senior high school vocabulary teaching. At the same time, the paper illustrates the significance and problems which is to be solved. The second part puts forward the theories of the vocabulary teaching. The paper defines the definition, classification and pragmatic functions of the chunk, and reviews the previous studies in home and abroad. The third part introduces the application of the Lexical Chunk Approach in senior high school vocabulary teaching. The fourth part present a teaching experiment which is based on the Lexical Chunk Approach. The fifth part is conclusion, which indicates the limitations and suggestions of further study. Because of the lack of theoretical level and practical teaching, this research still exist some shortcomings. The writer believes that it is important for senior high school vocabulary teaching to using the Lexical Chunk Approach. It is helpful to arouse the students’ interest in learning English and strengthen students’ autonomous ability of learning of English.