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Chapter One literature review

In this chapter a general description of the lexical chunks and lexicalapproach will be presented. The first part is the literature review about thedefinition, classification and function of lexical chunk. The second partwill explain lexical approach, which includes the definition and relevantresearches about the lexical approach.

1.1 The Lexical Chunks
Language production is not a syntactic rule-governed process but isinstead the retrieval of larger phrasal units from memory” ( Zimmerman,1997), which means that sentences are made on the basis of lexicalchunks not only on the grammatical rules. That means the building ofsentences relies to a great extent on chunks not barely on grammaticalrule and words.In the initial stage of language acquisition, learners will alwaysremember some fixed phrases according to a certain social scene in orderto achieve the purpose of communication more quickly: i.e. “How do youdo?”; “What a nice day”. These fixed phrases are of great significance to language communication, but due to their relatively fixed form, they donot have the grammatical form and generality. For a long time in theforeign language teaching, the teacher only lists some typical fixedphrases for students to remember and imitate simply, such as the dailyconversation, phrases, collocation and idioms. However, for the samesubject and situation, the grammar rules can generate a few sentences toexpress the same meaning, but the native speakers tend to choose onlyone of them. According to Pawley & Syder(1983), only a small part ofthe sentence according to the syntactic rules is authentic, which is oftenused by native speakers. Although a lot of the sentences is grammatical, itsounds queer because of its foreign accent. A large amount of analysisand research on the corpus reveals an interesting phenomenon thatmulti-word unit (MWU) are widely used in the use of language in adults:i.e.: “Look forward to” and “by no means” are ubiquitous in language use.Although the results of the study are endless, but people still do not havea consensus agreement on what is a multi-word unit.
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1.2 The Lexical Approach
The lexical approach, a new language teaching theory, is put forwardin the book The Lexical Approach, which emerges when the emphasis inforeign language teaching is put on the purpose of communication andvocabulary. The main advocate of the lexical approach is Lewis Michael,the author of the book Lexical Approach. In essence, lexical approach is acommunicative approach, because it emphasizes the communicativefunctions of language. And the learning process of foreign language isregarded as a process to gain communicative skill.The biggest difference between the lexical approach and othergrammar centered teaching theories lies in the view of “lexis”. Thegrammar centered teaching theory considers the “lexis” is equivalent to“word”, and it is thought that the sentence is generated by the grammar.The lexical approach holds that the concept of “word” should be extendedto lexical chunks and some fixed combination forms. Different types oflexical chunks are the basic units of the sentence and the nature of thelexical chunks determines what kind of lexical chunks they can betogether with to compose sentences. That is to say, the lexical chunk itselfcontains the grammatical information(Shen Minyu, 1999).
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