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Most of the students in higher vocational colleges arethose who failed in the college entrance examination so that their English base is not verystrong. And as the result, they lack confidence in learning English and even are afraid ofEnglish or want to give up learning it. Since the university entrance exam, the relaxed attitudeis the mainstream towards learning by most students. According to statistics, students believethat their English can not primarily make any progress as a freshman. The record is 60.4070,which indicates that learning fossilization prone at the college level. (Liu Runqing andDaiManchun 2003) These negative emotions extremely hindered the students' initiative inEnglish learning, teachers feel helpless and trapped in the English teaching. One of thereasons is lack of appropriate teaching methods. In this case, it's necessary to find out how toput the new teaching approach into effect and increase the English learning’s effectiveness.
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Chapter Two Literature Review

2.1 Related research on English writing
Writing, as one of the four commonly accepted goals of English language teaching(listening, speaking, reading, writing), has long been the most neglected skill. It is anessential part of language learning. It is considered either not important enough or simply toohard a skill to teach. Even so, some researches on the nature of writing and its teachingparadigm were done in the later half of the 20th century. The following parts focus on fouraspects of the researches on writing: principles of language analysis process, productapproach to English writing, process approach to English writing and genre-orientedapproach to English writing.
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2.2 Definition of Lexical Chunks
So far, the lexical chunk is lack of comprehensive and complete definition. A greatnumber of terminologies are used to describe and discuss the concept of lexical chunks.Different researchers use diverse and overlapping terms: formulaic utterances (WongFillmore, 1976), formulaic speech (Elks, 1985), prefabricated routines and patterns (Brown,1973; Hakuta, 1974), speech formulas (Peters, 1977), prefabricated chunks (Widdowson,1989), lexicalized sentence stems (Pawley&syder, 1983), phraseological units (Sinclair 1995),lexical items (Sinclair 1998), lexical bundles (Biber D. & Finegan E. 1989) and lexicalpatterns (Hunston & Francis 1999) and so on.Becker (1975) and Bolinger (1976) introduced the concept about lexical chunks first in1970s. They pointed out that lexical chunks originally referred to a particular mufti-wordphenomenon, which have the characteristics of traditional grammar and lexis, and at the sametime it is usually stored in a formulaic structure of fixed or semi-fixed chunks. Manyresearchers are aware of the formulaic nature of language, and they believe that someready-made memorized combinations or mufti-word lexical units could be stored or retrievedquickly. For native speakers, they store many prefabricated chunk in their memory. Researches also prove that this kind of lexical combinations or units play great roles in firstand second language learning.
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Chapter Three Research Design....31
3.1 Purpose of the Experiment...... 31
3.2 Subjects........31
3.3 Experiment Procedures........32
3.4 Instruments....35
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