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unk approach is applied to English writingteaching and proved to be effective to reduce students’ writings’ difficulty and strengthen theirlevels of writing proficiency. So teachers should make every effort to implement the approach inthe teaching process of English writing. Then it becomes an urgent and important task forteachers to apply lexical chunks to promote students’ writing ability. The following suggestionsmay be helpful for teachers to implement the lexical-chunk approach in writing teaching in EFL.Firstly, teachers should take measures to raise the students’ awareness of lexical chunks.Willis (1990) insists that neglecting lexical chunks may cause the second language learners tofail in language acquisition and teachers need to help students to pay attention to patterns of thelexical chunks and to speculate about them. Therefore, teachers should help the students realizethat it is wrong to think that grammar and vocabulary are two totally different systems and alsospare no efforts to help students establish the concept of lexical chunks in their minds. What ismore, teachers can supply different kinds of chunks-based exercises to students to facilitate theirawareness of 1exical chunks such as making sentences, gap filling, translating, etc.Secondly, teachers should ask students to know the differences between lexical chunks andrandom word combinations. The purpose of vocabulary teaching is not simply teaching a certainnumber of words on a word list. Traditional vocabulary teaching mainly explains thepronunciations, spellings and meanings of words. Students simply just combine some wordstogether to express their thoughts. Lexical chunks are ready-made constructions which can beused without having to be built up. They can contribute to accuracy and fluency in languageacquisition.Thirdly, teachers can apply corpus in English teaching since computers are more accessible.Corpus contains large numbers of natural materials, which are authentic language used by nativespeakers. In the corpus, students can look at the concordance list for a certain word and discoverthe common uses of the words and lexical chunks.Last but not least, autonomous learning is highly encouraged in English study. There arelots of lexical chunks in textbooks. However, students should be exposed to more authenticmaterials as possible. Only in this way can the students understand better the way in which thelexical chunks are used by native speakers and achieve native-like lexical competence andlanguage proficiency.

　　
　　6.3 Limitations
　　Though lots of work has been done and the author has made every effort to make theexperiment reliable and valid, there are still some limitations existing in the research.Firstly, 96 students are selected from Rizhao Polytechnic as the subjects of the experiment.They cannot represent the overall level of all the students in China. If a larger-scale experimentcan be conducted, the statistics will be more valid.Secondly, the experimental period is just one semester, which is relatively short. Englishteaching and learning in writing needs a long-term process. So the results will be more reliableand convincing if a longer experiment can be carried out.

　　
　　6.4 Suggestions for Future Research
　　Considering the limitations mentioned above, the author would like to make somesuggestions for future research on this topic.First of all, the experiment should be done in a lar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。