A Study On The Application To Lexical Chunks In Oral English Teaching In Middle School

“Speaking”,one of the essential skills,has been included in the college entrance examination as one of the scoring items.Junior high school,as a transitional stage connecting elementary school English basic knowledge learning and high school English ability forming,needs to be paid urgent attention to its oral English teaching.However,through early observation,the author found that teachers focus on "reading and writing" more as the grade increases,and neglect oral English teaching.Traditional vocabulary teaching makes junior high school students separate vocabulary from grammar in the process of oral English output.Therefore,based on the studies of previous lexical approach,this study explores the impact of lexical approach on junior high school students’ oral English on account of the following three research questions.(1)How to use lexical approach in junior high school oral English teaching?(2)How does the lexical approach affect the improvement of junior high school students’ oral English?(3)What issues should be paid attention to in the use of lexical chunks? Based on the short-term memory capacity of cognitive psychology and the universal grammar theory of second language acquisition,with the the survey method,interview method and literature research method,students’ feedback was received through questionnaires,interview outline,oral tests and rating scale of oral test.Finally,statistical software SPSS22.0 was used to analyze students’ corpus data and questionnaires data.The research shows that after the teaching of lexical chunks,the implementation of the lexical chunks teaching method needs to abide by the following three steps:awakening students’ lexical chunks consciousness,storing lexical chunks,and extracting lexical chunks.The teaching design should conform to "lead-in topic--display and exploration--practice and output".As is shown by the data,students’ awareness of lexical chunks is enhanced,oral test scores are significantly improved,and five fluency indexes of corpus are remarkably improved.Thus,this teachingmethod can improve junior high students’ oral English level.What should be paid attention to in the research process is to reduce students’ fear of new things--chunks.In addition,some students have poor memory of chunks,and similar chunks are prone to collocation errors,so teachers must review in time.However,the deficiencies of this study still need to be improved in the follow-up research.