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writing tasks demand clearly what has to be written in order to finish thewriting but normally there is no direction of the way of organizing discourse. It is acase that learners know what should be written but don't know how to put the factsand their opinions in a well-arranged order. Therefore, the teaching of writing shouldbe focused on how to organize a logical and orderly discourse. Since one of theimportant lexical chunks functions is to combine the meaning and structure, teachershave to show students the role of lexical chunks in organizing discourse. It is a betterway to assort lexical chunks in terms of different function they perform in a writtendiscourse. By doing so, students know clearly what kind of lexical chunks can be usedto prime a topic, what can be used to complement previous opinions, what can beused to switch topic, what can be used to express agreement or disagreement, whatcan be used to end the writing, etc. These lexical chunks can unload students' burdenof language processing and promote fluent and logical writing.Designing Lexical Chunk-based ExercisesIn order to bring the role of lexical chunks into full play, it is better for teachersto design lexical chunks-based exercises. In the following, some lexical chunks-basedexercises are recommended to teachers. It is hoped that these exercises can benefit theestablishment of the conscious awareness of lexical chunks and the organization oflogical business English written discourse.

5.2 Limitations of the Current Study and Suggestions
The results of this study hopes to raise people’s awareness of lexical chunks inforeign English teaching and learning, it also offers some suggestions for languageteaching. However, several problems still exit.Firstly the number of the subject is so small that it can be considered as a smallscale experiment. There are only 20 pieces of foreign business correspondence in realworld and only 20 pieces of foreign business correspondence written by students, andthey can not represent all English learners in China. The participants were vocationalcollege students. Most were recruited with a relatively low mark in the EntranceExamination for college, which means that their English proficiency is relatively lowcompared with the level of average Chinese college students. The generalization ofthe results may be influenced by this disadvantage.Secondly，this thesis is only a tentative study towards English business teachingin China. As a result, the future research on lexical chunks in improving foreignlanguage writing could be further conducted. Futhermore, according to Nattinger andDeCarrico (2000), lexical chunks play an important role not merely in writing but alsoin other language skills including speaking, listening, and reading. Therefore, furtherquantitative and qualitative studies are in great demand.On all accounts, compared with other fields of linguistic and pedagogicalresearch, the field of lexical chunks is still promising and in the ascendant. Therefore,much more researches could be made to bring the role of lexical chunks into full play.