A Study On The Application Of Lexical Chunk Approach To English Listening Teaching In Senior High School

English listening, one of the input skills, is the basis and prerequisite of language learning and output. There is no dou bt that it plays a crucial part in English learning. It is very difficult to im prove the listening ability in practi cal teaching. Many scholars and teachers have taken steps to discuss and practice how to teach English listening while they didn’t gain ideal results. Given this, the author tries to de velop the lexical chunk approach in listening teaching and hopes that this rese arch will be useful for improving students’ listening ability.Researches of corpus analysis and com putational linguistics show that there a re a large quantities of fixed and sem i-fixed expressions in hum an language which are characterized both grammatically and lexically. This kind of prefabri cated expressions or lexical chunks can be memorized, stored and retrieved as a whole from memory. They can help speakers to promote the sp eed, accuracy, fluency and id iomaticity of lan guage production. Lexical chunks provide a new teaching orientation for us. As to the application of lexical chunks in daily t eaching activities, previous researches mainly focus on composition and spoken language, but only a few on listening comprehension.This thesis, based on the i nput hypothesis and m emory theory, aims to find out the effectiveness of lexical chunks on listening teaching, so as to gain som e implications to listening teaching. The research questions of this study are proposed as follows:(1)How do the students respond to the teaching method---Lexical chunk approach?(2)What effect does lexical chunk approach have on lear ner’s prediction ability while listening?(3)Is lexical chunk approach m ore effective in improving high school students’ listening proficiency than traditional te aching method? The author sets 80 students from a senior high school in Jinzhou as the subjects. They ar e divided into two groups Class 7 of Grade 1(Experiment Class, 38 students) and Cla ss 2 of Grade 1(Control Class, 42students). There is no significant difference between these two classes in listening competence before the experiment. The experiment lasted for 12 weeks. The author taught these two classes in the same process separately, but only EC rece ived the instruction of lexical chunks during this period. The experiment data showed that there is a significant improvement in EC after the experiment.