| Vocabulary learning is most im portant for the students in junior high schools..And the input of lexical chunks is one of the e ffective ways for vocabulary study.This thesis attem pts to investigate app lication of lexical chunks input in junior middle schools' English teaching and to prove that lex ical chunk approach can not only improve the junior m iddle school stude nts' English proficiency especially vocabulary proficiency,but also play an active role in the English lexical teaching in junior middle schools.Lexical chunks are stored as a whole unit in human brain and they are the m ost ideal unit of language processing.It can reduce the burden of language processing to speed up th e language acquisition,and im prove language output.Michael Lewis(1997)proposes th at lexical chunks break through the traditional sense of the word and colloc ation,and f ocus on the co mprehensive application of fixed or half-fixed phr ase,collocation,and sentence pattern s.Therefore,lexical chunks m ight be the important part in language acquisition and language teaching.For proving the ef fectiveness of le xical chunks input,from August 2015 to January 2016,the author conducted a teaching experiment in a Middle School,in Changchun.The experiment subjects included 60 students in two pa rallel classes in Junior two.Class 1 is sele cted as experim ental class at random,while Class 2 controlled class.S tudents in experim ental class were taught by lexical chunks approach to im prove their English proficiency,while the controlled class still followed the traditional grammar-based verbatim method.With the purpose of verifying the effects of lexical chu nk approach on im proving junior high school students' English competence,three resear ch questions are designed by author as below:(1)What are the features of scores(pre-test and post-test)for Experimental Class(EC)and Controlled Class(CC)before the experiment? What are the features of scores for Experim ental Class(EC)and Controlled Class(CC)after th e experiment?(2)What's the relationship between the use of lexical chunks and scores before and after the teaching experim ent?(3)What attitudes do the students in EC have toward the Lexical Chunk Approach?Both quantitative and qualitative studies are carried ou t to m ake sure the reliability and validity of the research.Quantita tive study includes pre-test and post-test.In the quantitative study,the author analyzes the pre-test and post-test with SPSS 17.0 and the author also conducts the questionnaires.Besides,interview is also applied in this thesis for qualitative study.After the experim ent,there are th ree major findings.Firstly,there is no significant difference between the scores of experimental class and controlled class before the experiment.However,after the experiment,compared with the students of controlled class,the students of experimental class have made a remarkable progress after applying lexical chunk approach in th eir English learning.Secondly,there are seven types of questions in both pr e-test and p ost-test,that is,lis tening,multiple choices,cloze,reading,filling in the bla nks,sentences drill and writing.W ith the comparion study between the experim ental class and controlled class,the author finds out that the lexical chunk method in the experi ment has obviously im proved the students' ability in multiple choices,cloze and filling in the blanks.Finally,after the experiment students realize the i mportance of lexical chunks.Lexical chunk teaching approach then expands the student s' English vocabulary and improve their ability of English.Besides,lexical c hunk method significantly stim ulates the students' interests.At the end of the thesis,the lim itations of the study are pointed out and som e suggestions are also put forward for future study. |
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