Chapter One Introduction
1.1 Organization of the thesis
The thesis consists of five chapters. The first chapter gives a brief introductionabout the aims of this thesis, the significance of researches on lexical chunks, and thegeneral organization of this thesis. The second chapter gives a detailed literaturereview of lexical chunks，including definition, classification，and function of lexicalchunks and current theoretical findings. Chapter Three mainly talks about theempirical research，英语论文题目，which includes the introduction of research obj ectives，subj ects，instruments, procedures and so on. Data coining from both the pre-test and post-testare analyzed and discussed according to two hypotheses and one question. The twohypotheses are a)lexical chunks can be taught in a real class； b)The knowledge oflexical chunks and English grammar proficiency are positively correlated. Thequestion is： to what extent are the two factors related? The chapter four is conclusionfor this thesis. In this part, the author summarizes the whole thesis and proposes somesuggestions for both students and teachers and for further study. Chapter five is theconclusion of the whole paper and shows the expectation o the forther researching.
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1.2 Significance of Researches on Lexical Chunks
The study of lexical chunks dated from nearly 70s' of the last century.Researchers believed that a considerable proportion of our daily utterances are notgenerated by rules but retrieved as a whole from storage. Sinclair claimed "Alanguage user has available to him or her a large number of semi-preconstructedphrases that constitute single choices, even though they might appear to be analyzableinto segments" (1991). According to this point of view, increasingly large number ofresearchers accepted the idea that language is generated in lexical chunks rather thanone word by one word. Then it brought out a lot of empirical studies to testify thistheory. Among the researchers, Sinclair (1991)，英语论文题目，Nattinger and Decarrico (2017)，Lewis (1993) and Wray (2017) are of the greatest significance.In Lexical Phrases and Language Teaching, Nattinger and DeCarrico(2017)divided lexical chunks into four kinds. They are polywords，institutionalizedexpressions, phrasal constraints and sentence builders. At the same time’ according todifferent pragmatic environment, they can also be classified into three kinds: socialinteractions, necessary topics and discourse devices. He claimed that a learner's abilityto apply prefabricated chunks of language can determine his or her pragmaticcompetence. Frequent multi-word combinations are very efficient units to assistcommunication by making language more predictable to the hearer.Sinclair (1991) said，most everyday words do not have an independent meaning,or meanings, but are components of a rich repertoire of multi-word patterns that makeup a text. This is totally obscured by the procedures of conventional grammar.
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Chapter Two Literature Review
2.1 Literature Review of the Lexical Chunks
In a traditional perceptive, language teaching researchers have viewed grammarand vocabulary as a divide，among which grammar means rules of structures andvocabulary usually means single word. The structures are viewed as priority,vocabulary being regarded as secondary in importance (Sinclair & Renouf，1988). However, researchers found that
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