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studied and analyzed lexical chunks fromdifferent point of views. Many of them, according to their research background, purpose and methods, have given their own definition and elaboration about lexical chunks.Becker (1975) first proposes the conception of “chunks”. In his opinion, the smallestunits for people communication are those fixed or semi-fixed chunk structures rather thanthe isolated words. He regards these chunks as prefabricated language. That is, we stored agroup of related words as a whole in our brain and we learn and memory all of these wordsas one chunk according to their features. When we want to express something, we canextract these chunks from our brain directly, just with a slight processing, they can beoutput as some grammatical smooth sentences or discourses. Therefore, Becker claims thatsome fixed phrases, such as “so much for”, “let alone”, “be able to” etc., should be paidmore attention to the mastering and accumulation of English vocabulary.Peter (1983) proposes the conception of “speech formula” in his book of The Units ofLanguage Acquisition. This conception is mainly used to refer to those availablemulti-morpheme phrases and sentence patterns, which have existed in one’s vocabulary asseparate prefabricated chunks. These phrases or sentences may acquire through socialcommunication or personal acquisition. Among these speech formulas, some of them havefixed forms and pragmatic functions as well as strong contextual features. For example, ifwe use the sentence “Guess what?” in our daily communication, it usually means we wantto attract one’s attention to those amazing or surprised things. While some of speechformulas have many changed forms. For example, the sentence “You can’t believethat_______.” The blank can be filled with anything you want to expressed.
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Chapter 3 Research Methodology........29
3.1 Research Questions......... 29
3.2 Subjects and Teaching Material.......29
3.2.1 Subjects......... 29
3.2.2 Textbook........30
3.3 Instruments......31
3.3.1 Interview........31
3.3.2 Questionnaires.......31
3.3.3 Tests.......32
3.4 Research Procedures........34
3.5 Teaching Plan of EC under the Guidance of Lexical Chunk Approach..........38
Chapter 4 Results and Discussions.......43
4.1 Data Collection and Analysis of Interview......43
4.2 Data Collection and Analysis of Questionnaires.....44
4.3 Data Collection and Analysis of Tests.....48
4.4 Discussion....... 57
Chapter 5 Conclusion...........59
5.1 Major Findings........ 59
5.2 Pedagogical Implications........ 61
5.3 Limitations of the Study..........62

Chapter 4 Results and Discussions

After the whole teaching experiment, all the data of the interview, the questionnairesand the tests were collected and analyzed. There are four parts in this chapter: analysis ofthe interview, analysis of the questionnaires, analysis of the tests and discussion

4.1 Data Collection and Analysis of Interview

At the beginning of the experiment, the author chose 13 English teachers of Grade 1in Jiaxiang secondary vocational school to carry out an interview, so as to have a betterunderstanding of the present situation of English vocabulary teaching. The interviewincludes 5 questions. And the following table shows the results of this interview.This table above s本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。