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n English reading
There are some common problems both in teachers and students. The teachers arelack of training the students’ self-confidence and patience in the process of teachingreading. In class, the teachers are priority to explaining the language points and deficiencyin training the students’ basic reading skills. Some teachers pay more attention toexplaining grammar influenced by traditional teaching. They don’t teach students anyreading methods.The reading ability of students is closely related to their non-intelligent factors such asinterest, ambition and will. Some students are lack of confidence and patience when theyare reading the articles which are long and mixed with some new words, and then they willbe tired of reading. When the students meet new materials they don’t know how to do itand they can’t finish reading tasks. Especially they can’t solve difficulty that theyencountered in the process of reading. So that some students can’t complete reading ontime and they regard reading as burden and encumbrance. At last, they give up reading. Inaddition, the students have less vocabulary and they are lack of relative culturalbackground so they can’t understand the author’ intension. New vocabulary is one of thebiggest obstacles in reading. So we should help the students solve these problems.So the students are often weak in English reading in junior middle schools. They havesome difficulties in analyzing the text and understanding the articles because of narrowknowledge, so they produce bad mood. If it lasts for a long time, students will showpassive attitude in English learning. As English teachers, we should cultivate students’interest in many aspects. It is important for teachers to guide students to do a lot ofpleasure, wide and rapid reading.

Chapter Two Literature review

This chapter introduces the previous researches on lexical chunks and theirachievements, especially the significant role of lexical chunks in reading comprehension,which intends to briefly establish a theoretical framework for the present experiment. Afterthe introduction of the key term “lexical chunks”, a review of some relevant studiesfocusing on significance and application of the lexical-chunk approach at home and abroadis followed. Based on this, the rationale and possibility of applying lexical-chunk approachin teaching reading will be presented.

2.1 lexical chunks
This section is made of three parts. They are definitions, classification and function oflexical chunks. It is the basis theory of this thesis.

2.1.1 Definition of lexical chunks
Definitions of lexical chunks are different among a number of linguists in the world.Different commentators use different terms to describe this phenomenon. There are a lot ofkinds of terms such as multi-word items, prefabricated or semi-prefabricated chunks,prefabricated phrases, lexical phrases and so on. So there is not a fixed term to define thislanguage phenomenon. “It is possible up to 70% of everything we say, hear, read or writeis to be found in some form of fixed expression ”(Woolard 2009). Considering the largenumber of lexical chunks in real language use, this linguistic phenomenon can not beneglected and has aroused great and wide interest of linguists and pedagogical experts sofar. Some main linguists’ definitions about the phenomenon are as follows:In the early 1930 s, Bloofield (1933, 181) ob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。