An Empirical Study On The Application Of Lexical Chunk Theory To English Reading Teaching In Senior High School

Reading teaching is one of the crucial components of English teaching and one of the vital ways of language acquisition;reading is an important skill to acquire language input;the teaching objectives in high school are set according to the content of New Curriculum Standards;senior high school syllabus clearly stipulates that the focus should be on improving students' English reading skills and abilities.However,there is still a gap between the reading ability of senior high school students and the curriculum standards.Concrete lexical teaching model in English reading teaching is relatively poor.To some extent,it restricts the development of students' reading ability.Based on the above situation,this article will explore how to integrate lexical chunks into Senior High school English reading teaching and the lexical teaching model based on lexical chunks.The study combines lexical chunk theory,Krashen's Input Hypothesis,and lexical approach.It attempts to apply the chunk theory to English reading teaching in an anonymous affiliated senior high school and explores the lexical teaching model of English reading based on lexical chunk.The whole process lasts for 12 weeks and the author is focused on solving the following 3 problems: First,the current status quo of English reading teaching,take Class 3 and Class 4 as examples.Second,whether the exploration of lexical teaching model based on chunk theory is feasible.Third,whether lexical teaching model based on lexical chunk improves English reading proficiency and optimize its reading strategies.The author selected 70 students in 2 parallel classes,Class 3 and Class 4.based on lexical chunk,the experimental class follow lexical-based teaching model and the controlled class is in conventional teaching model.Before the experiment,the author respectively conducted reading comprehension tests and questionnaire surveys in 2 classes;after the experiment,the authors conducted reading comprehension tests in the two classes and conducted interview survey in the experimental class.Through the analysis and preening of data,the experimental results are as follows: Firstly,conventional English reading teaching and learning status quo in an anonymous Senior high school prevents students from improving their English reading proficiency;Secondly,the application of lexical chunks in lexical teaching in English reading teaching could improve students' English reading proficiency and enrich English reading strategies,improve students' text analysis capability,information processing capacity,and improve students' accuracy,fluency,optimizing memorizing strategies and reduce complexity;finally,the lexical teaching model based on lexical chunk in English reading teaching is feasible and practicable and produce positive results.