An Experimental Study On The Application Of Prefabricated Chunks In Teaching Senior High School English Listening

In modern society, English learning possessing important role. Listening, as an important part of theinput, occupies an important part in English teaching and leaning process. Improving the listening skillshas become an unavoidable task. As we all know, high school stage is a critical period in students’learning period. The achievements achieved in this period will affect the future learning trail.Considering the importance of high school stage and the English listening, the author tries to perform theprefabricated chunks approach into the high school’s English listening classes, exploring the effects it hason the high school English teaching class. Prefabricated chunks are sequences of words or other meaningelements which are continuous or discontinuous, and they seems to be prefabricated, that is to say, thisformulaic sequence is stored and retrieved as a whole from memory at the time of use, rather than begenerated or analyzed by the language grammar. With its improvement and perfection, more and morescholars performed it into the language teaching and learning field at home, and have reached fruitfulachievements. The author refers to the linguistic theories of prefabricated chunks proposed by Wray,Lewis,Natingger and DeCarrio, used these as the foundation of teaching experiment.The author selects students who are in senior one in the Third High School in Hejin,90students intotal, class78and class79as experimental class and the control class separately, to explore the influencethat prefabricated chunks has on the high school English listening class. The experiment adopts “thestandard high school English textbook” as experimental material. In the period of teaching experiment,the teacher teaches students the knowledge of the explanation, generating and understanding aboutprefabricated chunks together with the knowledge in the textbook in the class78, the experimental class.The teacher summarizes the chunks in text material, which is the same with the control class. Students inthe experimental class memorize these chunks in and after their classes. On the contrary, the control classis taught in traditional way, which neglects the importance of chunks’ storage. During the12weeks’teaching experiment, the author intends to explore and solve the following questions in the paper:1) Canthe accumulation of prefabricated chunks stimulate students to memorize the individual words of thechunks, then help students broaden their vocabulary size;2) Can the application of prefabricated chunkshelp students get more unknown information during the limited listening period, then promoting theirveracity of the listening content (in other words, the students’ predictive ability in the;listening process);3)Can the utilization of prefabricated chunks lessen the teacher’s teaching resistance.In the paper, to analyze the data collected from the experiment, the author adopts the followingmethodologies: SPSS19.0, which is performed as the data analysis tool, analyzing the pre-test and post-testgrades, exploring the effects that the performing of prefabricated chunks approach on the efficiency of highschool English listening teaching; using interview approach, interviews teacher and students of the teachingresearch, comparing the results with the data analysis below, seeing whether they are in agreement witheach other; designing questionnaires and analyzing the conclusions by the scientific math approach, toexplore the influence of prefabricated chunks have on high school’s English teaching classes. The final results show that1) To most of students, learning prefabricated chunks can stimulate them to memorize theindividual words, broadening their vocabulary size;2) The application of prefabricated chunks can helpmost of the students get more unknown information during the limited listening period, and it doespromote their veracity of the listening content;3) The utilization of prefabricated chunks lessen theteacher’s teaching resistance to some degree. Even though there are still plenty of limitations andshortcomings of the teaching experiment, it still gives a new teaching thought and some usefulenlightenments to the hih school English teaching.