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ld be committed to help  reduce  the  number  of  memory  items  and  acquire  lexical  chunks,  improve  word processing ability of related information. 
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Chapter Three   Theoretical Framework .... 19 
3.1 The Universal Grammar Theory ......... 20 
3.2 The Schema Theory ........... 21
3.3 Summary ......... 24
Chapter Four   Research Design ......... 27 
4.1 Research Objectives .......... 27 
4.2 Research Subjects ..... 27 
4.3 Research Instruments ........ 28 
4.4 Research Procedures ......... 30 
4.5 Summary ......... 37
Chapter Five   Results and Discussion ........ 39 
5.1 Comparative Analysis of the EC and CC in Pre-questionnaire ........ 39 
5.2 Comparative Analysis of the EC and CC in Post-questionnaire ...... 41 
5.3 Analysis of Pre-test and Post-test ........ 42 

Chapter Five   Results and Discussion 

It  is  of  great  significance  to  solve  practical  problems  of  English  words  in  high  school. The  application  of  lexical  chunks  helps  high  school  students  explore  effective  methods  of memorizing English words and improve their comprehensive language ability. However, it is necessary for the author to carry out the test, contrast, analysis, and finally get the conclusion whether the application of lexical chunks to the high school students is effective or not. The experiment is carried out in Class Ten and Class Eleven Grade 1 of Wenchang Middle School in Zhoukou city Henan province.

5.1 Comparative Analysis of the EC and CC in Pre-questionnaire 

From  the  above  table,  it  can  been  seen  that  there  is  few  discrepancy  between  the  two classes about their vocabulary learning methods before the experiment. From the results of the first question, 18.2 percent of students memorize the words by analyzing the characteristics of words structure, such as prefix, suffix and the part of speech. Besides, the characteristics of word structure and part of speech are not mentioned in high school English book, which leads the majority of students lack this part of knowledge. It seems reasonable that students do not know  how  to  use  this  vocabulary  strategy.  However,  it  is  necessary  for  teachers  to  instruct students to find more effective methods in their daily vocabulary learning, so that students can master this skill gradually. According  to  the  results  of  the  second  question,  34.1  percent  of  the  students  in  the experimental  class  memorize  the  new  words  that  are  similar  to  their  spelling  and  meaning. This vocabulary learning strategy can help students review the vocabulary and master the new words  effectively,  so  it  is  necessary  to  popularize  this  method.  From  the  results  o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。