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This chapter intends to introduce the basis of the theoretic basis ofthe lexical chunks. The theoretical basis includes theinformation-processing theory, the chucking theory and the theory ofinput hypothesis.

2.1 The Information-Processing Theory
The information-processing theory perfectly illustrates how thelexical chunks that students learned in English class is processed in thebrain, and the information-processing theory holds that people’s memorystorage system consists of sensory memory, short-term memory (workingmemory) and long-term memory. Sensory memory is the temporaryregistration before further processing the information about the outsideworld, and is the beginning stage of memory system. Sensory memorycan only be stored for a short time, but there is a larger capacity and mostof the information disappears quickly because of not being processinginstantly, so only a small part of the information can be further processingand go into the short-term memory. Short term memory is a transitionalstage between sensory memory and long-term memory. There is limitedcapacity of short-term memory and it can only stores 7 + 2 information blocks. In the English class, students are informed of many kinds oflexical chunks. They can memorize most of them at once and theselexical chunks become the sensory memory instantly. But later on, maybeafter class, they can only recall a small part of the lexical chunks becauseof the limited capacity of short memory.
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2.2 The Chucking Theory
The chucking theory takes accounts of how to chuck the lexicalchunks. Chucking theory was firstly used to explain the difference of thechess players. The master player has already stored a large number ofpatterns about the layout of the chess which is namely the chucking of thechess in the long term memory, so the master player performs better in the competition. And the master players can quickly extract these patternsonly according to cues in the short-term memory. Although at the verybeginning the studies abroad about the chucking theory focuses on theinternational chess, attempting to discover and explain the relationshipbetween chucking and expertise. But the chucking theory can also beapplied to illustrate language acquisition (Ellis, 2003), expertise and so on.The chucking theory provides a feasible method to overcome capacitylimit of the short-term memory. The optimization of chucking canincrease the information content of each chunk, so as to achieve thepurpose of expanding memory capacity.For example, according to the meaning and the usage of somevocabularies, we can put them together through chucking and memorizethem as a whole in the brain and extract them directly when there is aneed to use them without considering the grammatical rules. So, thevocabularies are not memorized mechanically in isolation but memorizedand used as a meaning whole.
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Chapter Three Methodology..........31
3.1 Research Design..........31
3.1.1 Research Questions......31
3.1.2 Research Subjects........ 33
3.1.3 Research Instruments............35
3.2 Research Procedure..... 36
3.2.1 Data Collection............36
3.2.2 Data Analysis......58
Chapter Four Results and Discussion.... 61
4.1 The Effect of Lexical Chunk Instruction on English Majors’Awareness........ 61
4.2 The Relationship between the Use of Lexic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。