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s out that there exist large numbers of prefabs in English language, there is no need for us to make sentences with phrases, or make phrases with words, what we need to do is just remember this prefabs and use them when it is necessary. His view of point reminds us to teach these chunks in the teaching process and encourage the students to remember them consciously. 
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Chapter Three Theoretical Fra mework ........... 13 
3.1 The chunking theory ....... 13 
3.2 Connectionism ......... 13 
3.3 Gestalt theory and language processing ...... 14 
Chapter four Research design........... 15 
4.1 Research Questions......... 15 
4.2 Subjects ..... 15
4.3 Research Instruments...... 15 
4.3.1 Questionnaire ......... 16 
4.3.2 Classifications of the lexical chunk ........... 16 
4.3.3 Writing Test ........... 19 
4.4 Research Procedures ....... 20
4.5 Data Co llection ........ 25 
Chapter Five Results and Discussions .... 27 
5.1 The present situation of the students’ awareness of the lexical chunks ......... 27
5.2 Results of the writ ing test ...... 32 

Chapter Five Results and Discussions 

This chapter is the most crucial  part  of  this  thesis,  which  centers  on  the analysis of the data and discussion of the results. The two questions are being answered  successivelyin accordance with the  process  of  firstly  enumerating  the data, after that, the data will be analyzed and the results will be discussed. At last, the results and discussions will be summarized. 

5.1 The present situation of the students’ awareness of the lexical chunks 

It’s self-evident  that  learners’  awareness  of  English  writing,  learners’  awareness  of  lexical chunks  and  learning  strategies  play  a  very  important  role  in  their  use  of  lexical  chunks  in  English writing.  Based  on  the  above  ment ioned  reasons,  the  questionnaire  of  this  research was  designed from the following three perspectives: the learners’ awareness of writing, the learners’ awareness of lexical  chunks  and  the  way  they  acquire  lexical  chunks.  The  questions  are  designed  to  find  out whether learners attach enough importance to English writing, the learning of lexical chunks and the strategies when they acquire them (see AppendixⅠ). The learners’ awareness of English writing can be seen from the above two tables. The results show that  only  13.5%  of  the  students  in  experimental  group  and  15%  of  the  students  in  control group  sometimes  or  always  practice  writing  after  class.  The  rest  of  the  students  in  two  groups usually don’t practice writing or never practice writing after class. The results show that most of the senior high school students don’t pay enough attention to English wri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。