An Application Study On Lexical Chunk Approach In Junior High School English Vocabulary Teaching From The Discourse Perspective

As the most basic “building material”,English vocabulary plays an essential role in English grammar learning and the improvement of listening,speaking,reading,writing and viewing ability,which is the key to the success of English learning.However,junior high school English vocabulary teaching and learning has always been a difficult problem for teachers and students to overcome.The English Curriculum Standards for Compulsory Education(2022 Edition)proposes that it is more important to understand and express information and opinions related to the theme through listening,speaking,reading,writing and viewing activities in the discourse for vocabulary learning.At the same time,junior high school students are required to contact and use about 2000 words and a certain number of idioms or fixed collocations.Based on the above situation,the author hopes to carry out vocabulary teaching with lexical chunks as the unit through the carrier of discourse in order to change the current dilemma of vocabulary teaching.This thesis aims to explore the effectiveness of lexical chunk approach from the perspective of discourse in junior high school English vocabulary teaching and it is carried out as applied research.The quantitative research is conducted in this study and the study is devoted to the following two research questions: questionnaires are used to explore what the effect of lexical chunk approach is on students’ vocabulary learning strategies from the perspective of discourse.Tests are used to explore what the effect of lexical chunk approach is on students’ ability to identify,understand and apply lexical chunks from the perspective of discourse.The subjects of this study are 100 students from two ordinary classes in Grade 8 of Shenyang 43 Junior High School in Liaoning Province.One of the two parallel classes is randomly assigned as the experimental class and the other as the control class.During the experiment,the vocabulary teaching model under the guidance of lexical chunk approach from the perspective of discourse is adopted in the experimental class,while the traditional vocabulary teaching model is adopted in the control class.The experiment lasts 12 weeks.At last,the mean value of questionnaires,the mean value of tests and the correlation significance value of tests from independent samples T-Test are analyzed by SPSS 26.0.Through the analysis and discussion of the research results,it is found that the lexical chunk approach from the perspective of discourse can effectively optimize students’ vocabulary learning strategies and the ability to identify,understand and apply lexical chunks.Specifically,students can use more diversified and effective vocabulary learning strategies and can quickly identify,accurately understand and properly apply lexical chunks.Based on the above conclusions,the author suggests promoting the acquisition of lexical chunks with the help of discourse,aiming to optimize students’ vocabulary learning strategies and improving students’ vocabulary learning ability.