Application Of Lexical Chunk Teaching Model To English Vocabulary Instruction In Secondary Vocational School

The English Curriculum Standard for Secondary Vocational Schools(2020)formulated by the Ministry of Education clearly points out that teachers should construct a lexical semantic network according to the theme content,the relationship between words and the customary collocation of words.Guide students to accumulate lexical chunks,enlarge their vocabulary,and effectively use their vocabulary knowledge in language practice to develop their vocabulary application ability.The importance of vocabulary in English teaching in secondary vocational schools is self-evident,especially for secondary vocational students with relatively weak English foundations,vocabulary is both a foundation and a difficulty.The lexical chunk teaching model takes lexical chunks as the unit of vocabulary teaching,and vividly teaches students vocabulary knowledge in combination with context,which not only meets the requirements of curriculum standards for vocabulary teaching,but also stimulates students’ interest in learning.In view of the relevant research,this paper conducted a twelve-week experimental study on 60 students in two parallel classes in a secondary vocational school in Hohhot.During the research,the author used the lexical chunk teaching model in the EC and PPP teaching model in the CC.Based on related research,this study adopts the mixed qualitative and quantitative research method,to conduct a twelve-week experimental study on 60 students in two parallel classes in a secondary school in Hohhot.In the course of the study,the author used the lexical chunk teaching model in the experimental class and still used the PPP teaching model in the control class.This study tested three research hypotheses:(1)The lexical chunk teaching model can improve secondary students’ English lexical chunk awareness.(2)The lexical chunk teaching model can improve the vocabulary learning achievement of secondary school students in different level groups.(3)The lexical chunk teaching model can improve the overall English achievement of secondary school students.The study used tools such as pre-and post-tests,learning logs,and interviews to collect data,and used SPSS 25.0 and NVIVO12 plus to analyze and discuss the collected data.The results of the study showed that firstly,the results of the discourse chunk test showed that the number of identifiable lexical chunks increased significantly after the experiment,and the results of the learning logs and interviews also showed that students’ awareness of lexical chunk,lexical chunk summarization,and lexical chunk application also increased significantly after the experiment.This shows that the lexical chunk teaching model can improve students’ awareness of lexical chunk and help them develop the habit of lexical chunk summarization.Secondly,the post-test scores of the students in the low-level group of the experimental class were significantly higher than their pre-test scores,with the low-level group > the medium-level group > the high-level group in descending order of improvement.Because the students in the low-level group had less vocabulary,by learning vocabulary in the context of lexical chunks,not only helped them deepen their understanding of vocabulary,but also effectively reduced their burden of memorizing vocabulary,so the improvement was more obvious than that of the other two level groups.Finally,the lexical chunk teaching model improved students’ overall English achievements,which is a good proof that the lexical chunk teaching model has a positive impact on improving secondary school students’ English proficiency.Therefore,based on the above findings,this study can provide the following insights for secondary English vocabulary teaching: The lexical chunk teaching model can be effectively applied to secondary English vocabulary teaching.Teachers need to guide students to understand the meaning of lexical chunks in specific contexts,train them to identify,summarize and use lexical chunks according to their functions,and strengthen the cultivation of students’ lexical chunk awareness.At the same time,this is not only an attempt to expand the existing research on the lexical chunk teaching model,but also an innovative exploration of secondary English vocabulary teaching,which is of great significance to improve secondary English vocabulary teaching.The author hopes that this will inspire secondary English teachers to explore suitable vocabulary teaching models for their students in order to further improve their English proficiency.