A Study On The Impacts Of The Input Flood-based Lexical Chunk Teaching On Grade 10 Students' English Lexical Competence

According to previous research,lexical competence is positively correlated with other aspects of language proficiency including listening,speaking,reading,writing and viewing.Learners of well lexical competence not only grasp comprehensive vocabulary knowledge but also be able to apply vocabulary appropriately in context.However,it's illustrated through classroom observation and investigation that the current situation of grade 10students' lexical competence is far from satisfactory.Many of them are lacking in vocabulary and learn vocabulary by rote,thus leading to the failure in applying vocabulary into context.At present,vocabulary teaching is drawing increasingly attention.National English Curriculum Standards for Common Senior High School(2017)has put forward higher vocabulary requirements for vocabulary teaching.In addition to guiding learners to understand and use the learned vocabulary more deeply,teachers need to cultivate students' awareness of lexical chunks in context,as well as expanding vocabulary and improving the ability of applying vocabulary appropriately by reading extensively.According to previous research,memorizing or extracting lexical chunks is easier than individual words for language learners.Teaching of lexical chunks could improve learners' reading ability,writing ability,etc.But the study on applying lexical chunk into improving high school students' lexical competence is rarer than that into improving learners' writing,reading,listening and speaking ability.Therefore,the thesis is to implement the teaching of lexical chunks into English teaching with the aim of improving learners' lexical competence.Since increasing the amount of language input can effectively attract learners' attention to the target language items and improve the effect of language learning,the experiment has presented the target lexical chunks repeatedly on the basis of combining theory of input flood with teaching of lexical chunks.According to Laufer & Nation's(1999)classification of vocabulary,lexical competence consists of receptive lexical competence and productive lexical competence.In addition,learners' productive lexical competence can be further divided into controlled productive lexical competence and free productive lexical competence.This thesis specifically explores the following two questions:(1)Will the input flood-based lexical chunk teaching affect grade 10 students' receptive lexical competence? If any,what specific effects does it have on students' receptive lexical competence?(2)Will the input flood-based lexical chunk teaching affect grade 10 students' productive lexical competence? If any,what specific effects does it have on students' controlled productive lexical competence and free productive lexical competence?In the experiment,there are altogether 100 grade ten students in two parallel classes being selected as the research objects.The experimental class is implemented with the input flood-based lexical approach while the control class uses the traditional vocabulary teaching method.The experiment lasts for one semester.Receptive vocabulary level tests,controlled productive vocabulary tests and free productive vocabulary tests are used to measure students' lexical competence both in pretest and posttest.In the post-experimental tests,the results analyzed by SPSS and RANGE show that:(1)The input flood-based lexical chunk teaching can effectively improve grade 10students' receptive lexical competence.(2)The input flood-based lexical chunk teaching can effectively improve grade 10students' controlled productive lexical competence and free productive lexical competence.In terms of the free productive lexical competence,the development of lexical variation and score of English composition is more evident than lexical density and sophistication.To sum up,the research has verified that the input flood-based lexical chunk teaching could improve grade 10 students' lexical competence effectively.On the one hand,it provides a new English teaching method.English teachers are possibly inspired to input a large quantity of lexical chunks and present the target language items repeatedly in context for the purpose of catching learners attention and improving the learning achievements.Theoretically speaking,it's a supplement to the input flood and the chunk theory.