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Introduction

1 Research Background
With the development of linguistics, more and more foreign language scholarspay their attention to lexical chunks. Winddowson (1989,12) proposes that, “theStructural Approach accounts for one aspects of competence by concentrating onanalysis but does so at the expense of access, whereas the Communicative Approachconcentrates on access to the relative neglect of analysis”. Many researchers andlinguists have made extensive studies and proposed several useful teaching andlearning suggestions, among which there are product approach, process approach,length approach, and genre approach, etc. According to Nattinger & DeCarrico (2000),lexical chunks can be considered as a bridge between language input and output,focuses on both pragmatic competence, which will be an efficient method in secondlanguage learning. Lexica chunks provide certain insights into how linguisticcompetence and pragmatic competence interact mutually.In China, researches on lexical chunks began about ten years ago. Theseresearches can be divided into two types. One introduces the characteristics andfeatures of lexical approach and pedagogical implications (Yang Yuchen, 1999; PuJiangzhong & Wei Naixing, 2000; Lian Jie, 2001; Nie Long, 2004, etc.), and anothermainly investigates the lexical chunks knowledge of students and testifying thefeasibility of lexical chunks.( Wang Xiaolei, 2007; Pu Jianzhong,2003; SunZhuang’ai,2005,etc.)
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2 Significance of this Research
Lexical approach provides English writing with a new view and method. Lexicalapproach, which is considered as a new theory, has been researching for a short timein home. In addition, most of the researches mainly rely on theories exploration.Recently, the researches about lexical chunks application grow in quantity, but theymainly pay attention to speaking instead of writing. It is the first time to use corpus tomake an investigation on application of English lexical chunks in Senior High School.Therefore, this study offers a new angle on the theoretical plane.In addition, lexical chunk that is considered as a bridge between input and output isthe most effective way to improve students’ level of language application, whichmeans that lexical chunks can be used and extracted quickly and directly. Therefore,accuracy and fluency can be improved as well as the ability of English writing.In the view of the advantages of this theory, the author holds that lexical approachhas a positive effect on English writing as well as English acquisition. Therefore, theauthor attempts to find out the present situation, features of lexical chunks applicationin Senior High School and the reasons leading to the phenomenon.
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1 Literature Review

1.1 Studies of Lexical Chunks
According to traditional linguistic, language interaction is completed through twocategories of vocabulary. One is independent words which can be applied at randomby using grammatical rules, the other one is fixed collocations that can not beexplained through grammatical rules. However, Yang Yuchen (1999) proposes thatwith the development of corpus linguistic, some linguists find that 90% utterances inour daily life are fixed or semi-fixed prefabricated chunks that are more thanindividual word, furthermore, 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。