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ading has the following characteristics:1. Usually, teachers focused on explaining the meanings and usages of each word andexpression; they pay much attention to explaining grammatical rules and analyzing sentencestructures.2. English reading teaching is teacher-centered; the whole class is dominated by theteacher while students play passive roles.3. Under the guidance of the traditional teaching model, reading comprehension hasbecome a mechanical and rigid process, therefore, it becomes a rather dull and boring activitywhich leads to low comprehension level.To sum up, with the traditional teaching concept, reading is limited in the linguistic areaand for most of students, reading is naturally been thought as a process that readers understandthe literal meaning of the text by receiving information of word marks and using knowledge oflexicology and grammar. As a result, the active role of students and the training of their readingskills and abilities have been neglected which in turn twisted the nature of reading and led toIn recent years, the lexical approach which was put forward by Michel Lewis in 1993 hasreceived great interests both in the first and second language acquisition research. Manydifferent labels have been used to refer to lexical chunks, including terms like: “gambits”(Keller, 1979), “lexicalized stems” (Pawley & Syder, 1983), “lexical phrases” (Nattinger &DeCarrico, 1992) and “lexical chunks” (Lewis, 1993).Michael Lewis suggests that lexis is the basis of language. Lexical phrases, as unanalyzedwholes or “chunks” can be used by learners as raw data in perceiving patterns of languageinstead of traditionally thought of as grammar. According to him, the ability to comprehendand produce these chunks is of vital to the language acquisition; therefore, the great importanceshould be attached to developing learners' proficiency with lexis or words and wordcombinations.Within the lexical approach, much attention is paid to collocations and expressions thatinclude institutionalized utterances and sentence frames and heads. As Lewis claims, peopletend to see things in larger and more holistic way rather than in smaller pieces, therefore,instead of words, we consciously try to think of collocations and to present them inexpressions.Various types of lexis are considered to be of great importance in language teaching andlearning. According to Nattinger (1980: 341), “teaching should be based on the idea thatlanguage production is the piecing together of ready-made units appropriate for a particularsituation. Comprehension of such units is dependent on knowing the patterns to predict indifferent situations.” Therefore, great emphasis should be put on the instruction of thesepatterns and the ways they can be pieced together, including the ways they vary and thesituations in which they occur.In summary, the wide existence and the importance of these lexical units in the languageteaching and learning have been noticed and discussed by a number of linguists at home andabroad. Being an alternative to grammar-based approach, the lexical approach has receivedgrowing attention and popularity in both first and second language teaching and learning.

1.2 Purposes of the study研究目的
Being a vital role in foreign language learning, reading makes a contribution to overallcompetence. For Chinese college students, reading comprehension makes up a large proportionin various national English tests, therefore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。