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hows that there are 92.29% of the teachers spend less than15minutes teaching vocabulary in a 45 minutes’ class. It can be found that in 61.53% of theteachers’ class, the time of teaching vocabulary is less than 15%. That is, in a 45 minutes’class, only 5 or 6 minutes were used to explain new words. It is obvious that students cannot know well the new words deeply in such a short time. These results show that teachersin secondary vocational school pay little attention to or even ignore the vocabularyteaching.As to the teaching methods or approaches, the table shows that although there aresome teachers spend more time explaining the new words in their class, the methods theyusually use are lead-reading, paraphrasing, translating or exampling sentence. In theirteaching process, firstly, they just read the new words in the vocabulary list. Then, theywill explain the Chinese meaning and usage of these words. Finally, students are requiredto remember these words in limited time, and check their pronunciation and spelling whentime is up.

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Conclusion

This chapter includes three parts. The first part mainly introduces the major findingsof the whole research. The second part mainly states the pedagogical implications forEnglish teaching. In the last part, the author expresses some limitations of the research.After finishing the whole empirical research, it can be found that the application oflexical chunk approach in secondary vocational school’s English vocabulary teaching isuseful and helpful. It can help students to learn more words in less time. So, this approachplays a positive role in promoting the efficiency of students’ vocabulary learning. At thesame time, this approach also develops students’ abilities of comprehension and Englishlogic thought. It is obvious that the lexical chunk approach works much better than thetraditional method in English vocabulary teaching. The major findings obtained from theresearch can be expressed as follows:Firstly, from the results of interview and questionnaire 1, it can be found that teachersin secondary vocational school pay little attention to or even ignore the vocabularyteaching. The methods they usually use when teaching vocabulary are lead-reading,paraphrasing, translating or exampling sentences, which are too old. As to the students’vocabulary learning strategies, they often remember new words by reciting the words listin the textbook, reading aloud in the morning or writing them again and again. Therefore,we can conclude that both the teachers and the students in secondary vocational schoolneglect the importance and practicality of lexical chunks. Teachers need an efficientapproach to improve their vocabulary teaching quality and give students more useful andhelpful guidance. Students also need some efficient strategies to improve their vocabularylearning efficiency.
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The reference (omitted)
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