An Empirical Research On Lexical Chunk Approach In English Vocabulary Teaching In Senior High School

Nowadays,English teaching is getting more and more important in the nine-year compulsory education in China.The new curriculum standards require high school students to learn and use 4000-4200 single words and 400-500 idioms or fixed matches.However,in most English classrooms,vocabulary learning and teaching is only seen as a collection of single words.The ignorance of the characteristic that vocabulary has both formal meaning and contextual meaning leads to a time-consuming and inefficient result in English vocabulary teaching.The recent years‘ studies have found that 90% of human communicative discourses are achieved by fixed or semi-fixed lexical chunks,which are between words and phrases.There has been too much lip service for the merits of lexical chunk as the focus of language learning and teaching,but what is the external validity of lexical chunk learning and teaching? Does it really have universal effects? It is necessary to carry out more empirical studies,and to prove the effects of lexical chunk teaching with more data.On the basis of an introduction to the current status of senior high school English vocabulary teaching and the theoretical framework of lexical chunk,this thesis describes lexical chunk teaching models,and applies them as an empirical research to senior high school English classes.For the sake of verifying if the lexical chunk approach really has a positive effect on high school English teaching and learning,the author ventures to answer the following two research questions with an empirical research:1)Can lexical chunk teaching really facilitate senior high school students‘ English vocabulary learning?2)Can lexical chunk teaching really improve senior high school students‘ lexical chunk learning strategy and learning confidence?The author selects two parallel classes for a comparative empirical research,uses the data thereby obtained to support the empirical research,and uses SPSS 19.0 to analyze the answers of the questionnaires and the data obtained from the tests,so as to confirm if the effect of lexical approach is really significant on senior high school English vocabulary teaching.Through a three-month lexical chunk teaching,detailed analyses of the data before and after the experiment,and a detailed analysis of the questionnaire,the author testifies that lexical chunk teaching approach can evidently improve the lexical competence of senior high school students as well as cultivate the students‘ vocabulary learning interest and strategy.Lexical chunk teaching approach can improve the efficiency of English vocabulary learning,as well as the quality of English teaching,and the two research questions are thereby answered.