The Effect Of Lexical Chunks On Listening Comprehension Of English Majors With Different Proficiency

The study was conducted to investigate the effects of lexical chunks on English listening comprehension completed by English majors with high, intermediate and low English proficiency level (EPL). So far, a lot of cognitive researches could be used as the potential theoretical basis for the research. Based on lexical chunks theory, Connectionist Memory Model Theory by McClelland and Rumelhart (1985), Schema Theory and Cognitive Load Theory by Sweller (2006), the study attempts to answer the following three questions:(1) Will the lexical chunks approach have the positive effect on the students on the whole?(2) Is there any correlation between Learning conditions and learners’proficiency level?(3) Which group benefits most from the lexical chunks approach, students with high EPL, students with intermediate EPL or the students with low EPL?In current research, lexical chunks approach and EPL were taken as independent factors and the effect the approach produced as dependent factor. A2*2*3mixed experimental design was carried to verify whether the English listening comprehension was promoted in light of lexical chunks theory.72students from two classes of English major in Grade2011in Fuqing Branch of Fujian Normal University participated in the research, one class was conducted with the lexical chunks approach, and the other class was conducted by autonomous learning without lexical chunks approach. Furthermore, during the experimental study, two tests are employed to verify the effectiveness and efficiency of lexical chunks training in listening comprehension. One was carried out in two weeks while the other was at the very end of the research week17.The results indicate that:a) lexical chunks approach has a positive effect on the promotion of listening performance of English majors. b) Different EPL interacts with lexical chunks approach on the listening performance. In lexical chunks class, students of low EPL show higher improvement than those of high and intermediate EPL. Students of intermediate EPL demonstrate higher improvement than those of high EPL. But the high EPL group scores highest in both of the tests. c) The low EPL group, compared with other EPL groups in lexical chunks class, makes greatest progresses in listening scores while in non-lexical chunks class, the greatest improvement occurs in the high EPL group.