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

As an important language skill,reading plays an important role in English learning.The improvement of reading ability can not only lay a good foundation for the development of listening,speaking and writing abilities,but also train the students' abilities of thinking,analysis and comprehension.According to The English Curriculum Standard for Senior High School(2017),senior high school students must not only accumulate a larger number of vocabulary,but also master useful reading skills and develop reading interest in the process of reading.What's more,students must train their abilities to obtain information,process information,analyze problems and solve problems in the process of English reading.However,the English reading level of senior high school students still has a certain distance from the requirements of The English Curriculum Standard for Senior High School(2017).Therefore,researchers both at home and abroad have been paying attention to how to effectively improve the reading ability of senior high school students.So,the development of Lexical Chunk Theory provides new ideas and methods for English reading teaching.Lewis holds that one of the important parts of English reading teaching in senior high school is to cultivate learners' ability to understand and use lexical chunks(1993:95).In recent years,although the researches on the application of Lexical Chunk Theory have been increasing,the studies on the application of lexical chunks in English teaching,especially in English reading teaching in senior high school are relatively insufficient.Based on Memory Capacity Theory and Lewis' s Lexical Approach Theory,the results of existing researches about different theories of lexical chunks both at home and abroad and actual situations of English reading teaching in senior high school,two research problems are put forward: 1)In English Teaching,what influence does Lexical Chunk Theory have to students' reading interest and skills? 2)What are the changes inthis experiment,120 students were selected from Senior Two of Lushi country No.1Middle School.The experiment lasted for about sixteen weeks.During the experiment,Lexical Chunk Teaching Method was emphasized in the experimental class in daily English reading teaching,while it was avoided in the matched class.In the process of research,test,questionnaire and interview were used.After the experiment,the experimental data of vocabulary,reading speed and the correlations between Lexical Chunk Theory and reading speed were collected and analyzed by the software SPSS16.0.At the same time,the results of questionnaire and interview were discussed.It is concluded that there are significant correlations between Lexical Chunk Theory and reading speed.And Lexical Chunk Theory can make students enlarge vocabulary,improve reading skills and interests.In the light of the research conclusions,the limits of the teaching experiment,suggestions and prospects for the future teaching research were analyzed.