Introduction
0.1 The Background of the Research.
Starting in the 1970s, there has been an increasing interest in lexical chunks. Becker (1975), Lewis (1993) and Howarth (1998) have laid the foundation of Lexical chunk theory and illustrated the advantages of lexical chunks theoretically. They hold the view that lexical phrase is the minimal unit of language, and they are stored and retrieved from memory holistically while in use. Surely, it provides a new perspective for us to examine language. With the systematic guidance, researchers such as Wray (2017), Boers (2017), and Conklin & Schmitt (2017) have tried to associate the Lexical Chunk Theory with classroom teaching to find out whether it works well with the development of some certain language skill. A great deal of research has shown that lexical chunks can facilitate the development of writing ability and statistics also indicates that there is a significant association between them. In addition to that, there are also findings in the relation between the vocabulary and the development of learners’ reading ability. However, research in oral English teaching is limited. Although, some have found that lexical chunks can facilitate the are college students. The application of Lexical Chunk Theory to senior high school English teaching is still rare. Obviously, it is still worth a try to put more attention to the application of Lexical Chunk Theory into senior high English teaching. Due to the evaluation system in China in which only students’ written ability is tested, students’ oral English ability is overlooked and therefore is poorly developed for a long time. Although students can obtain high grades in English examination, most of them are unable to speak it freely and fluently. Investigations show that their shyness, the lack of vocabulary and the avoidance to making mistakes can make some accounts for the embarrassing situation. Compared with other factors, much more can be done with their vocabulary in classroom teaching. Given that oral English teaching is always ignored in classroom, the change of teachers’ attitude towards oral English teaching and their teaching method can surely bring some positive impacts.
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0.2 The Purpose of t，英语论文，英语论文题目 |
