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

In the process of English learning, vocabulary, together with pronunciation and grammar plays significant role in language acquisition, while as the basic element of language learning, vocabulary functions as conveying information and expression. The premise for a language learner to master the language is to master its vocabulary for the simple reason that the vocabulary competence is direct to influence other language competences such as listening, speaking, reading and writing.However, as a matter of fact, in the senior high school English learning, most students lack adequate vocabulary which cannot meet the requirement of College Entrance Examination vocabulary syllabus. What’s worse, these students memorize words mechanically, lacking of an effective and scientific memory method, in that case, students have the tendency to lose their interest and confidence in English learning. On the other hand, even though most students can be proficient in the pronunciation, shape and meaning of words, they usually do not know how to use those words in a specific context or even in real communication. In accordance with the essential status of vocabulary and its current situation in senior high school, lexical chunks approach refers that teachers are required to make full use of lexical chunks in their classroom teaching to guide students to identify, to memorize and to utilize lexical chunks, moreover, teachers should facilitate students to lay emphasis on context so as to achieve their promotion of vocabulary mastery. This paper aims at testifying the effectiveness of lexical chunks theory in senior high school English learning and teaching.This paper applies the lexical chunks approach to English vocabulary teaching and analyzes the experiment results, aiming for proving the positive function of such approach. The questionnaire, experiment, and test contribute to testifying that the lexical chunks approach helps students improve their self-learning ability, promote their lexical chunks identification and memorization ability, and stimulate their learning interest and confidence.The research results find that three hypothesis can be proved right and the lexical chunks approach in English vocabulary teaching and learning is effective. With the assistance of such approach, high school students not only promote their English learning interest, but also improve their English level and efficiency. More importantly, their English comprehensive ability can be significantly improved.