Chapter One Introduction
1.1 Source of the research
Since 1980s, under the vigorous advocation and promotion by scholarsrepresented by Meara, the vocabulary learning is valued by more and moreresearchers gradually, which becomes the hot spot in the research of second languagelearning. After the 1990s, the research of vocabulary learning presents theoretical andsystematic development. But deep systematic researches on vocabulary learning of thesecond language are still insufficient at home. Meanwhile, there is the problem thatthe research and the teaching practice come apart. The practical ability of Englishapplication of graduates is also very difficult to satisfy the need in work and life. Andthe very important reason is their vocabulary knowledge and ability could not sufficesocial communication.To find out the cause, college English education aimed at tests accompanied bylarge input of receptive language. However, it neglects to cultivate the languageability of output among students. Some students pursue the growth of the vocabularypartially in order to deal with the grade examination. They assume that thevocabularies are larger, English proficiency will be better. These wrong studyingmethods which break the rules of language study may make the students feelfrustrated seriously and reduces their enthusiasm for study greatly. Moreover,traditional English teaching at university laid stress on interpretation of the text. Someteachers think that the vocabulary may be naturally acquired through reading with noneed of desirable instruction. In the classroom the explanation of vocabulary can cutoff the continuity of the text. The vocabulary study should be individual learningactivity of the students and vocabularies of study are assumed in subsidiary position inthe classroom. Therefore, teachers rarely make thorough explanation of vocabularies.They check the task of students by asking them to write from memory. Misleadingprocedure from the teachers and students directly causes the vocabularies acquisitionto pause in the form of code phase, which can make the short-term exist in thecerebrum memory.
Meara氏所代表的大力提倡和推广的学者下，英语论文，自20世纪80年代以来，英语论文，越来越多的探讨者重视的词汇学习，逐渐成为第二语言学习的探讨中的热点。 20世纪90年代后的词汇学习，探讨提出理论和系统的发展。但在内心深处的第二语言词汇学习系统的探讨仍然不足，在家里。同时，有探讨和教学实践中的问题分开来。实践能力的毕业生的英语运用也很难满足工作和生活的需要。
1.2 Purpose of the research
Words can be comprehended without separating from its syntax function, collocation. The present research indicated: (1) Form and meaning of words are linkedtogether. (2) The high frequency of appearance of lexical chunks fused grammar,semantics with the context, and the form is comparatively fixed. Their function hasalready exceeded the range of vocabulary collocation. On the basis of abiding bystudents’ cognitional law, vocabulary strategy and lexical chunks theory, the author(practitioner) mobilized the initiative and autonomy of students’ English reading.Therefore, I hope the lexical chunks approach is beneficial to training students’reading
1.3 Significance of the research
1.3.1 Theoretical Significance
According to the definition of lexical chunks put forward by Zernick & Dyer(1987), lexical chunks not only include non-generative phrases like in vain、in detail,whose meanings are relatively fixed and can not be produced from meaning of theirparts, but also include generative sets of phrases like in the morning/ev
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