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e leamt in order to consolidate afterclass.Step 2: Students recite the spelling and Chinese meaning of new vocabulary underthe guidance of the words list or their notebook.Step 3: At the end of each unit or each text, teachers will make a test on the newvocabulary. Dictation is a common way of testing. In dictation, teachers often speak outa word in English，and students need to write down the spelling as well as Chinesemeaning of that word.
This traditional teaching model has been dominant in vocabulary teaching andlearning for a long time. Under this teaching model, some teachers only ask students toremember the spelling and Chinese meaning of new words, and they seldom explain theusage of new words in details; some other teachers explain new vocabulary in word listone by one very carefully, but they seldom tell students how to use these new words indifferent contexts. Accordingly，rote repetition makes students gradually lose theirinterest in learning vocabulary, and to make things worse, they are misled to a wrongconcept that there exists a one-to-one correspondence between English and Chineseword, which leads them to make more mistakes of negative transfer. Consequently, theresult of traditional model in vocabulary teaching and learning is far from beingsatisfactory.

Chapter 2 literature review

This chapter presents a literature review of studies on lexical chunks andresearches on chunk-based writing teaching model, which includes the definitions, theclassifications, the features, the functions and the fundamental theories of lexical chunksas well as the roles that lexical chunks plays in English writing class.

2.1 Relevant Theories of Lexical Chunks

2.1.1 Definitions of Lexical Chunks
Before giving a definition to lexical chunks, what should be noticed is thedefinition of the terminology. Basing on their different research background, researchpurpose and research method, different researchers create and use different terms whenthey describe "lexical chunks". According to Wray& Perkins (2000: 3), there are morethan 40 terms have been used to refer to formulaic language, including such commonterms as "chunks", “collocations”，"conventionalized forms", "formulaic language","lexical(ised) phrases", "lexicalized sentence stems", "prefabricated routines andpatterns", "ready-made expressions", “sentence builders” and so on, and someuncommon terms such as "amalgams", "formulas/formulae", “gambits，，，"gestalt",“holistic，，，"non-compositional", “petrification，，，“routine formulae", "schemata" and soon. Even though there are many different terms used to define the terminology, it can beeasily found that the nature of these different phenomena remains unchanged and whatmakes them different is the scale of these terms. Becker (1975) uses the term"idiosyncratic chunks"; Pawley &Syder(1983) uses the term "form-meaning pairing" or"lexicalized sentence stems"; Lewis (1993) uses the term "lexical chunks"; Moon (1997)uses the term "multiword chunks"; Howarth (1998) uses the term "prefabricated orready-made language"; Nattinger & DeCarrico (2000) uses the term "lexical phrases".In China, the applied linguists also employ various and numerous terms such asfor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。