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er in 1975. Lexical chunkshave been assuming a central place in corpus linguistics after the advent of computerizedcorpora and corresponding techniques. It is also a phenomenon bridging lexicon and syntaxand symbolic of the conventional nature of human languages. Becker indicates that lexicalchunks are a bunch of words stored in the brain as a whole and can be extracted asprefabricated chunks for learners to use (王佩福 2010:17-20). As for the definition of lexicalchunks, different researchers have given different expressions.Pawley and Syder (1983:191) hold that lexical chunks are lexicalized sentence stems,some units whose grammatical form and lexical contents are wholly or largely fixed. Thesefixed or semi-fixed ingredients have been accepted by the native speakers and have providedconvenience for their communication.
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2.2 The lexical approach
The important advocate and founder of the lexical approach is Michael Lewis. He holdsthat language consists not of lexicalized grammar but of grammaticalized lexis, which hasestablished the theoretical foundation for lexical approach. The lexical approach is alexis-based teaching method of foreign languages which totally differs from the traditionalview of language and takes a new look at language and language teaching.Very basically, a lexical approach to teaching means the primary focus is on helpingstudents acquire vocabulary. This movement away from a grammar-based syllabus largelybegan in 1993 with the publication of The Lexical Approach by Michael Lewis. It was calledan approach to differentiate it from a method. In English language teaching, methods aresystems for structuring lessons while approaches are less concerned with how the lesson isstructured and more concerned with the general focus of instruction. Teachers should beaware of this as there is some reluctance to adopt a more lexical approach because of the fearthat it may mean revamping the way one teaches. In reality, teachers can use any methodologywith a lexical approach from grammar translation to task-based learning. What changes is justthe linguistic focus of the lesson.
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Chapter 3 Methodology .... 19
3.1 Research questions.... 19
3.2 Instruments...... 19
3.2.1 Questionnaire..... 19
3.2.2 Classroom observation...... 20
3.2.3 Compositions of students....... 20
3.3 Participants...... 21
3.3.1 Participants of the questionnaire...... 21
3.3.2 Participants of the classroom observation....... 21
3.3.3 Participants of composition analysis..... 21
3.4 Data collection and analysis procedures ...... 22
Chapter 4 Results and Discussion........ 23
4.1 Data of the questionnaire and discussion ..... 23
4.2 Data of classroom observation and discussion....... 28
4.3 Data of students’ compositions and discussion...... 33
Chapter 5 Conclusion ....... 37
5.1 Major findings...... 37
5.2 Implications for English teaching ...... 38
5.3 Limitations and suggestions..... 43

Chapter 4 Results and Discussion

4.1 Data of the questionnaire and discussion
All the copies of the questionnaire are handed out to 30 teachers from three differenthigh schools. Then all the copies of the questionnaire are collected and the data are processedwith SPSS 20.0 to get the mean score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。