An Experimental Study Of English Vocabulary Teaching Based On Lexical Chunks Theories In Senior High School

Vocabulary is an important link in language learning and plays an indispensable and important role.Although with the development of corpus,there are more and more experimental researches on the theory of lexical chunks in China,which provides a lot of suggestions for vocabulary teaching,for the most high school students in Xinjiang,especially those who are in Senior One,vocabulary memory and learning is still a big problem.Even though many students learn English well in junior high school,with the increase of English vocabulary,the amount of vocabulary is large after the new curriculum reform,the learning time in senior high school is urgent and a large number of vocabulary tasks are completed by students alone after class.All these situations reduce the students’ interest in English learning,which leads to the decline of their scores.This may be due to many shortcomings in the traditional English vocabulary teaching model.For example,the teaching methods are too single and vocabulary teaching methods are not emphasized.For the teachers,how to guide the students to understand the words correctly,how to use the words accurately and how to help the students effectively improve their English vocabulary scores and their overall amount of vocabulary and other issues are the problems that teachers need to solve.Therefore,in view of the shortcomings of the traditional English vocabulary teaching model and the students’ current learning situation,it is imperative to adopt scientific teaching methods in the reform of English teaching in Xinjiang.The English vocabulary teaching method based on lexical chunks emphasizes the cultivation of the learners’ ability about lexical chunks,that is to say,learners are equipped with the ability to master the fixed phrases,collocations and sentence patterns that frequently occur in communication,thus learners could integrate the acquisition of vocabulary and grammar with the cultivation of communicative competence.Based on the effect of chunking on memory,connectionism and the basis of co-selection,and the existing English vocabulary teaching method based on lexical chunks,this thesis studies the effect of this theory applied to the practice of English vocabulary teaching in Senior One.This thesis introduces the research background of the present study and expounds the theoretical foundations of the research as well as the related researches at home and abroad.After understanding the key concepts,classifications of lexical chunks and the implementation of lexical chunks towards English vocabulary teaching in senior high school,the thesis introduces this teaching experiment based onlexical chunks in detail,and finally discusses and summarizes the experimental results.In order to find out whether the English vocabulary teaching method based on lexical chunks can promote the high school English vocabulary teaching,the author adopted the English vocabulary teaching model based on lexical chunks to conduct high school English vocabulary teaching practice and research in Senior One of the No.31 High School in Urumqi.Class 5 in Senior One was the experimental class,and Class 6 in Senior One was the control class.A one-semester teaching experiment was conducted between these two classes.The experiment proved that it was effective to apply the English vocabulary teaching method based on lexical chunks to the high school English vocabulary teaching,which can effectively help the students to improve their English vocabulary scores and the students’ overall amount of English vocabulary.The author believes that the English vocabulary teaching method based on lexical chunks may bring some enlightenments and influence to the high school English vocabulary teaching in Xinjiang in the future.