A Study On The Correlation Between Acquisition Of Lexical Chunk And Language Output Achievement

English as the common language is becoming increasingly important for the rapid development of globalization. Meanwhile, the improvement of teaching method helps students improve a lot in English achievement. However, the problem of "time consuming and low efficiency" still stands firm and the gap between student’s achievement and social need is rather large. College English is the compulsory lesson and college study is the vital stage for the students to have a good command on English.How to improve students language performance overall and fill the gap between students performance and social challenge are the key issues of college teaching and learning.Lexical chunk is embodied unity of grammar, meaning, and context. And its frequent occurrence in the learning material and fixity in form draw many scholars attention, especially with the development of applied corpus linguistics at the turn of the new century. Research shows that training students’ability in the sensitivity of lexical chunks can better fluency, accuracy and complicity of their language output. But these findings are based on a single language skill (listening, vocabulary, reading, writing, or oral). In order to have a comprehensive realization on the efficiency and feasibility of acquisition of lexical chunk in the English class for the non-English majors, the author of the paper conducts an experiment.This experiment takes the lexical approach as guidance to organize lessons in the class to test whether it is effective and feasible in the big classroom by the analysis on result of the final examination scores of experiment class and control class. Questionnaire and interview related to student’s satisfaction to class learning efficiency and self achievement are carried during the experiment to test correlation between input of lexical chunks and output of English language. The results show that acquisition of lexical chunk can:make experimental students scores higher than control ones; promote students" classroom participation and the ability of autonomous learning; realize student-centered and teacher-guided teaching notion.