Application Of LCTM To English Vocabulary Teaching In Senior High School

In the traditional high school English teaching system, the core of English teaching is tomemorize vocabulary and master grammar. This kind of teaching method which is looked upto as the standard by many persons has been occupying the main position of English teachingmode for a long time. So this kind of method results in a misunderstanding of the majority ofstudents that if one wants to learn English well, he/she only needs to be able to master a largevocabulary and the grammatical rules. However, in fact, even after the students are able torecite a certain number of words and master the necessary grammatical rules, they are still notable to use them well. The results of this teaching method show that simply memorizing thewords and grammatical rules not only wears and tears students, but also makes some studentstired psychologically. Due to the poor results, many students lose their interest in learningEnglish. In view of this situation, some linguists begin to explore new teaching modes, andlexical chunks learning model is an effective scheme. The so-called “lexical chunks” refers tothe language units which are bigger than the vocabulary words, which not only have severaldifferent words, but also contain various factors such as syntax, semantics, languagesenvironment and so on. Its form is more fixed, and usually characterized by integrity while itsuse is simpler than words.Based on the related theories of lexical chunks, this thesis applies this teaching method tohigh school English teaching and analyzes its effect on the students’ English vocabularylearning. In this thesis, the main research questions are as follows: Can the lexical chunksteaching really improve the high school students’ English language knowledge? After the testperiod, can the high school students’ English exam achievements be improved obviously byusing the word blocks? After students adopting the teaching method of lexical chunks, what are their comments? In order to make the conclusion more convincing, the author adopts theresearch method of experiment to demonstrate the argumentation of this thesis. The subject ofthis thesis is Class Two, Grade One, and Class15, Grade One of Gongyi NO.1Senior HighSchool. There are64students altogether, all of whom are taught by the author. The authoruses tests to test their English level before and after the experiment. At the same time,questionnaires are also used to investigate their understanding of lexical chunks before andafter the experiment, and then the relevant data are collected. In order to highlight theexperiment results, the author sets up2groups including the experimental group and thecontrol group. There are32people in each group. The experiment lasts for one semester. Theexperimental group adopts the core teaching model which is based on the lexical chunks.While the control group takes the routine teaching method. Test papers of the two groupstudents are the same which takes examination of the city as a benchmark, and then the authorstudies their marks of pre-test and post-test. Next, this thesis analyzes the two survey resultsof the questionnaires. After one semester of teaching different groups, the results of theexperiments show that the use of lexical chunks teaching method can not only effectivelyimprove students’ English pragmatic level to a certain extent, but also can improve thestudents’ English total scores obviously; compared with the traditional teaching mode, thosestudents who take the method of lexical chunks can learn more knowledge of English in theshort term; for the students with poor English, the method of lexical chunks does play asignificant role in promoting their English, which can help them pass the English exams. Thelexical chunks method effectively promotes the students’ comprehensive ability of grammar,discourse and so on.