A Study On The Correlation Between High School Students’ English Chunk Recognition Ability And Their Reading Level

Reading is the main means for students to acquire language knowledge and plays an important role in English learning and examination.Many teachers try different methods to improve students’ reading level.Since Becker really began to study chunks in 1975,many teachers have adopted the chunk approach in English reading teaching and conducted a lot of research,but there are few studies on students’ English chunk recognition ability.This project took Chinese high school students as the research object,and took the correlation between English chunk recognition ability and reading level as the research content,the purpose was to enhance the quality of English reading teaching in high school and improve the English reading level of high school students.This thesis studied the following issues:1.Do high school students have chunk awareness in English reading comprehension? What is the general situation?2.What is the general situation of English chunk recognition ability of senior high school students? What kind of chunks do they recognize most easily and least easily?3.How is the correlation between the strength and weakness of high school students’ English chunk recognition ability and their reading level? What is the correlation between their ability to recognize different types of English chunks and their reading level?Using SPSS23.0 data analysis software and EXCEL software,the author obtained the research results as follows after descriptive statistical analysis and Pearson correlation analysis:1.High school students had a medium level of chunk awareness in English reading comprehension.2.High school students’ English chunk recognition ability was at the average level.Among the four different types of English chunks,the most easily recognizable type was sentence frame and the least recognizable type was institutionalized expression.3.There was a high correlation between English chunk recognition ability and reading level of high school students.Among them,the high grouping of English chunk recognition ability was highly correlated with the reading level.As far as the four different types of chunks were concerned,the recognition ability of poly-word,collocation and sentence frame were highly correlated with reading level,there was a moderate correlation between institutionalized expression recognition ability and reading level;There was a medium correlation between the English chunk recognition ability of high school students with low grouping and their reading level,but the correlation coefficient was low.and there was a medium correlation between the English chunk recognition ability of collocation and their reading level,and a low correlation among the poly-word,institutionalized expression and sentence frame recognition ability and their reading level.Based on those conclusions,this subject put forward some suggestions for English reading teaching,focusing on the cultivation of high school students’ English chunk awareness,improving the accumulation of English chunk number of high school students,and finally paying attention to the application of English chunk.To improve the reading level of high school students from the strengthening of English chunk recognition ability.Of course,the research object and scope of this subject were still limited.