| In 1975, Becker formally put forward to lexical chunk theory in due form. Thus,the concept of lexical chunk offered a brand new teaching idea for modern English teaching. Lexical chunk approach is to consider the lexical chunks as the basic unit of language teaching and learning, which is in the form of relatively fixed lexical chunks that are stored in memory by repeated practice as the whole recognition unit. In the practical application, the corresponding words that stored in the brain will be extracted. Therefore, students will focus on the overall structure of the meaning of the expression so as to avoid the cognitive burden and improve the fluency and accuracy of expressing. As one of the most crucial learning skills among listening, speaking,reading and writing, listening is essential and getting more emphasized and highly attention. Lexical chunks are considered as pre-stored multi-word units and if students consider them as a whole unit instead of an isolated word to deal with in-put information when listening, it will be beneficial to increase the capacity of short-term memory and improve both the accuracy and fluency in listening comprehension.Lexical chunk approach means to be considered as the smallest but ideal units in language learning, which has been widely used both at home and abroad. The thesis is paid more attention to the English listening teaching in vocational college. The author feels it is of great importance to the improvement on students’ listening abilities when using lexical chunk approach through two years’ teaching experience in vocational college. So the author tries to apply the lexical chunk approach to the practical application on the situation of daily listening teaching as an entry point to check the efficiency of lexical chunk approach in listening of vocational college students through a practical research. The author aims at exploring:(1) Is there superiority to the improvement on students’ listening abilities in vocational college by lexical chunk approach?(2) How to improve English listening comprehension ability of students through lexical chunk approach?The main research methodology adopts the empirical study and questionnaire toverify the superiority and feasibility of the lexical chunk approach in English listening teaching. An experiment is conducted in Jilin Business and Technology College. The author selects 80 freshmen whose major are engineering. There are 80 freshmen from two different classes with 40 students in each class. One class is the control class(CC),in which the traditional English listening teaching approach is applied, while the other class is the experiment class(EC), in which the lexical chunk approach is applied.Both of the two classes are taught by the author himself. After experiencing one semester of the experimental teaching, the author uses listening tests and questionnaires to analyze the experimental results by SPSS statistical software and Excel software. It can be concluded that:(1) There are obvious superiorities to the improvement on students’ listening abilities in vocational college with lexical chunk approach. Firstly, acting as the guidance, lexical chunk approach is beneficial to memorize and store information. Secondly, lexical chunk approach is beneficial to improve students’ ability to predict the information in the process of listening. Thirdly,lexical chunk approach helps to improve the efficiency of inputting and understanding information in the process of listening.(2) There are respectively individual improvement on English listening comprehension ability with students in different levels through lexical chunk approach. Firstly, to improve the consciousness of lexical chunk and help students to establish lexical chunk library; Secondly, to cultivate students language processing ability and improve the efficiency of students’ listening comprehension ability; Thirdly, to strengthen the attention on lexical chunk and cultivate students’ autonomous learning consciousness. |
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