Teaching English Word Based On The Theme Of The Unit Block Of Empirical Research

As a neglected aspect of language learning in the past, vocabulary teaching is now attracting more and more attention. Compared with a lot of researches on English lexical learning accomplished in China, there is a lack of researches taking the students who want to participate in the Entrance Examination for vocational school students as object. As a matter of fact, the demanding of English learning upon English vocabulary always places the vocational school students with poor English at a complete loss what to do. The endeavor to help them to memorize, understand, search as well as to use words may help the students of vocational school out of the difficult situation.This thesis is intended to explore the impact which English chunk teaching based on the theme of every unit places on the lexical acquisition as well as the capacity of language production. To be precise, we mingle the teaching of letter-compound chunks, words associated chunks and prefabricated patterns with theme teaching of every unit. It is believed that chunk teaching will lead to an improvement of the lexical acquisition as well as the competence of language production. In order to test our hypothesis, we carry out an experimental research, the objects of which are Class of Financial Accounting including 42 students and Class of Marketing Business including 40 students.On the basis of a detailed experimental design and a scientific data analysis, we arrive at the following conclusions:1) As far as the depth knowledge of vocabulary (lexical competence) is concerned, the students in experimental class do better than those of contrast class. Through chunk teaching based on the theme of unit, it is evident that the lexical comprehensive competence of students has been improved to some extent.2) As far as the width of vocabulary is concerned, there is no obvious difference between the two classes before and after the experiment, remaining a certain distance from one of the hypotheses brought forward by us.3) As far as the writing ability is concerned, the experimental group has an advantage over the contrast group. Through chunk teaching based on the theme of unit, the students' competence of language output has been enhanced a lot, especially of those medium and top students.4) In comparison with the students of the contrast class, who have the same result during the two surveys on English vocabulary learning beliefs and strategies, the students of experimental class reflect an apparent change relatively. The English vocabulary learning beliefs and strategies of experimental class students have been greatly improved.