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kapproach should be applied as an essential approach to EFL. However, many of the studies focuson the theoretical bases and only a few empirical ones are carried out. This experimental study isundertaken to find out whether applying the lexical-chunk approach into College English lessonscontributes to improving students’ writing proficiency. Finishing the experiment, the authorhopes to find that the lexical-chunk approach would be helpful for writing proficiency and couldmake the students’ writing marks higher.In summary, in this thesis the lexical-chunk approach is introduced to be a new method toimprove EFL writing. Also an empirical study is made to investigate if teaching lexical chunkshas a positive effect on improving the writing ability of students. On the basis of the empiricalstudy, some useful pedagogical implications are suggested to improve the dissatisfyingsituations of writings in polytechnic institutes. The author hopes that the study can draw theother teachers’ attention and make them attempt to apply the lexical-chunk approach to improvestudents’ writing ability in College English lessons.

 

1.3 Overall Structure of the Thesis
The thesis consists of six chapters.Chapter One gives an introduction to current situations of teaching approaches in EFLwriting in Polytechnic Institutes and presents the problems occurring in students’ writings. Andthen the author proposes using lexical-chunk approach in class. The layout of the whole thesisis also introduced.Chapter Two studies the literature on the lexical chunks and the lexical-chunk approach. Itshows the definitions, the characteristics, the classification and functions of lexical chunks.Also many researches on lexical chunks are stated in detail. Then it further introduces the studyabout the lexical-chunk approach in China, the relationships between the lexical-chunkapproach and language acquisition and how to teach written discourse with the lexical-chunkapproach.In Chapter Three, the lexical-chunk approach is applied as a new approach to improve EFLwritings in polytechnic institutes. This chapter is the introduction of the methodology of thestudy. The author will also explain how to design and conduct the experiment and to collect andanalyze the data in detail.Chapter Four is about the implementation of the lexical-chunk approach. The concreteteaching activities are designed and implemented to the students of EG, hoping to raise theirlexical chunk awareness and competence of applying lexical chunks in English writing.In Chapter Five, with the help of SPSS 13, the author mainly analyzes the statisticalreports in the aspects of composition scores and the numbers of lexical chunks used in thecompositions, and then discusses the advantages of lexical chunks in English writings inpolytechnic institutes.As a conclusion, Chapter Six endeavors to conclude the thesis. It summarizes the majorfindings of the study, points out its limitations and also makes some suggestions for futureresearch. In addition, Chapter Six presents some pedagogical implications for both teachers andstudents. Some suggestions are given about how the teachers teach and how the students learnfrom the angle of lexical chunks.

 

Chapter Two Literature ...................... 19-35
    2.1 Lexical Chunks ...................... 19-27
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