The Application Of Prefabricated Lexical Chunks To The Teaching Of College English Listening

According to Wray’s perspective, the prefabricated lexical chunk is not a single isolated word, but as a fixed structure; it can be stored in memories in an integral form and retrieved immediately as a whole when needed and it doesn’t need to experience the process of complex syntax generation. During the teaching of college English listening, it’s found that although students can listen to the most of words, they can’t comprehend the whole meaning of sentences. They can not even concentrate on fulfilling listening tasks, let alone to grasp important information. The reason is that students put too much stress on memorizing isolated words instead of accumulating prefabricated lexical chunks. Therefore, this thesis aims to apply prefabricated lexical chunks to the teaching of college English listening, examining how they work in the process of students’ English listening, investigating the effectiveness of them in the teaching of college English listening, fostering students’ awareness of prefabricated lexical chunks, guiding them to grasp listening skills, and enhancing their listening proficiency.At first, some hypothetical questions were put forward before the experiment.For example, what is the efficacy of the application of prefabricated lexical chunks to the teaching of college English listening? Do prefabricated lexical chunks have different effects on experimental students with different listening score levels? Then,the thesis adopted varieties of research methods, also producing corresponding teaching enlightenment. 1). According to the result analysis of the achievement of experimental class, prefabricated lexical chunks can indeed facilitate promoting students’ listening proficiency, help them get into good habits of listening. 2). From the result of the experiment, it can be proved that the application of prefabricated lexical chunks to the teaching of college English listening is feasible. 3). Prefabricated lexical chunks indeed have different effects on the experimental students with different listening score levels. With the data of the SPSS16.0, the application of prefabricated lexical chunks works better for high-level group than low-level group.4). The results of questionnaires show that students show positive attitudes towardsapplying prefabricated lexical chunks to the teaching of college English listening.Finally, the limitations and relevant suggestions of the thesis are presented in order to provide constructive guidances for the future study.