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ng perspective to combine vocabularyand grammar as a whole in the process in SL acquisition, and to enlarge students’mental lexical in a long run so as to shortcut our language processing time in differentcontext, which will lessen students’ learning burden and decrease obstacles inorganizing their essay.Then, it bridges the gap between traditional Construction Approach andCommunicative Approach. Research conducted on exploring the effect Lexical Chunksto improve writing ability in intensive reading class is rare in previous empiricalstudies. Some insightful ideas may be explored through this challenging research.Last but not least, it is useful to activate the interest of more research on lexicalchunks in terms of effective implementation of these lexical chunks into real classteaching and further spot out more useful strategies both for teaching and learning. InChina, the common situation is that researches on lexical chunks are mostly descriptiveand there was little experimental research on the close relationship between theeffectiveness of lexical chunks and college students’ writing competency.

Chapter Two Literature review

This chapter supposes to build up a theoretical framework for the researchinvolved in this research. A review of some relevant studies at home and abroad indifferent research angles will be reviewed in classified categories after a briefintroduction to the general terms of Lexical chunks and approaches adopted in ForeignLanguage Acquisition (FLA).

2.1 The Introduction of Lexical Chunks
Lots of terms related to lexical chunks have been used by linguists both fromhome and abroad to describe the nature of lexical chunks, just to name a few: lexicalphrases, lexicalized sentence stems, multi-word items, formulaic-speech,word-combinations, prefabricated chunks, holophrases and so on. There are severalapplied linguists who have tried to define lexical chunks, but here Lewis’s definitionwill be employed throughout this thesis.Michael Lewis’ definition (1997:255) is that “lexical items are socially sanctionedindependent units. These may be individual words or full sentences-institutionalizedutterances that convey fixed social or pragmatic meaning within a given community”.Apparently, Lewis basically defines lexical chunks from the angle of thepedagogical base through the acquisition process of its teaching implications whilechunks are characteristic for its own context with fixed or prefabricated meanings.As for the classification of lexical chunks, some outstanding linguistics likeNattinger & DeCarrico (1992) and Michael Lewis (1997) presented their ownclassifications from different perspectives. However, there are some overlapping partsin four categories. Here we borrow the relative prevailing one from Michael Lewis(1997). From his point of view, four fundamental types of lexical chunks may beidentified: (a) words and polywords: words have always been recognized asindependent units (boob, pen, sure, alright), but polywords refer to those phrases,usually very short, but enjoy a degree of idiomatic (by the way, on the other hand, forinstance, so far so good, you know, back and forth), and have usually appeared in evenquite simple dictionaries. (b) Collocations: Multi-word collocations are linearsequences.

Chapter Three Methodology.......... 27-42
    3.1 Research Questions.......... 27-28
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