| Vocabulary,as one of the three elements of language,is an important basis for language learners to develop their abilities of listening,speaking,reading,writing and translating.The significance of vocabulary learning to language learning is self-evident.Meanwhile,vocabulary teaching is also an essential part of English teaching.However,in the traditional English vocabulary teaching,instead of paying attention to the relevance of vocabulary,some teachers usually regard vocabulary as an isolated individual,which makes the students' understanding and use of vocabulary separate from the contexts.Consequently,students memorize vocabulary passively and cannot well understand and use vocabulary,which makes the students' vocabulary learning time-consuming and inefficient.Therefore,it is quite crucial to find out effective English vocabulary teaching methods to improve the English vocabulary teaching efficiency.Since lexical chunk approach has been put forward in the 1950 s,many researchers believe that if the lexical chunk is used as the smallest unit of language communication,it is more suitable for the student's language cognition and comprehension ability,which can improve the student's accuracy and fluency of vocabulary use,thus further improving the student's English learning ability.In view of this,this study applies lexical chunk approach to the English vocabulary teaching of the senior high school and explores its effect on students' English vocabulary learning by focusing on the following three research questions: First,what are the effects of vocabulary teaching based on lexical chunk approach on students' English vocabulary learning attitudes? Second,what are the effects of vocabulary teaching based on lexical chunk approach on students' use of English vocabulary learning strategies? Third,what are the effects of vocabulary teaching based on lexical chunk approach on students' English achievements?In order to explore the above three research questions,a three-month teaching experiment has been carried out in two classes of senior two of the Middle School Attached to Sichuan Normal University,which have been divided into the control class and the experimental class.The English vocabulary teaching under the guidance of lexical chunk approach has been conducted in the experimental class,while the traditional English vocabulary teaching has been adopted in the control class.In this study,the data has been collected by research instruments of questionnaires and tests and then it has been analyzed by the SPSS20.0 software.The research results indicate that:(1)English vocabulary teaching based on lexical chunk approach can improve the students' attitudes toward English vocabulary learning,which is reflected in the students' attitudes on vocabulary learning,vocabulary recognition and memorization,means of vocabulary review and frequency of vocabulary review.(2)English vocabulary teaching based on lexical chunk approach can generally improve the students' use of English vocabulary learning strategies,and students' use of cognitive strategy,memory strategy,application strategy and regulation strategy are improved,while there is no obvious change in resource strategy.(3)English vocabulary teaching based on lexical chunk approach can generally improve the students' English achievements,and students' scores in reading comprehension,cloze,correct form filling and written expression are significantly improved,while there is no significant change in students' scores of listening comprehension,text completion and proofreading.Finally,the findings and implications of this study have been summarized,and the limitations of this study have been put forward by the author.It is expected that the lexical chunk approach will be effectively applied to high school English vocabulary teaching. |
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