| Large amounts of vocabulary are necessary for English learners to develop their language skills. For students in senior high school, vocabulary is very important for their further study. However, for a long time, we don’t give due attention to vocabulary teaching. Meanwhile, the new curriculum reform of High School English puts forward a higher standard of vocabulary. Based on the above, this thesis tries to explore vocabulary teaching patterns and learning strategies, and aims to apply the lexical chunk theory on the English vocabulary teaching in Senior High School.The study is based on the lexical chunk theories. Two classes are chosen as the experimental subjects from Yanan Middle School, one is chosen as experimental class, and the other one is controlled class. During the experiment, the author used lexical chunk teaching approach in experimental class, while traditional approach was used in the controlled class, which lasted for three months. Pre-questionnaire and post-questionnaire were used before and after the experiment to compare the changes of students’ use of the lexical chunk strategies; Also, pre-test and post-test were used to check the experimental results, and the data was analyzed through SPSS17.0.From the study, we arrived at the following conclusions: firstly, students’ lexical chunk consciousness and chunk competence have been greatly improved; secondly, the vocabulary learning belief have been changed to some extent; besides, the ability of using the lexical chunk strategies have been improved, but the lexical memory strategy is less used, which should be paid more attention; lastly, we can also conclude that there are obvious correlation between the English achievement and the lexical ability. Furthermore, the thesis also sums up the implications of the present investigation and puts forward some suggestions to promote the quality of English vocabulary teaching and learning in senior high school. |
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