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on listening, speaking, reading and writing, but it cannot meet the need ofthose who can only master the form, sound and meaning of a word, the actual abilityto use words cannot be satisfied with most students, however, the amount ofvocabulary and the ability to drive vocabulary are important factors influencing thesuccess or failure of the language learning. Lexical chunk approach provides afeasible way of thinking to solve the problem. Lexical chunk broke through thetraditional range of lexical collocation, involving language, word formation, sentence,and even the entire passage. It is not only beneficial to vocabulary teaching, but alsopenetrated into every aspect of English teaching, which affects students on theirlife-long English learning.
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Chapter Two Literature Review

2.1 Study of Listening Teaching
The definition of listening has been given by many researchers from variousperspectives. According to O’Malley & Chamot (1990) listening is generallyconsidered as an active and sophisticated process with individuals construct meaningfrom audio information. From Vandergrift’s point of view (1999), in listeningcomprehension, listeners must distinguish sounds, know vocabulary and grammaticalrules identify stress and intonation and understand socio-cultural context of theutterance. Anderson and Lynch (1988) thinks that listening is an active meaningconstruction process, in which listeners distinguish what they hear and connect theirhearings with the knowledge learnt before to entirely understand the information.With the basement of previous researchers, Rost (2005) divided listening into fouraspects. Listening is receiving what the speakers really deliver; constructing andreprenting; Wang Shouyuan & Miao Xingwei (2003) put forward that in the processof listening, listeners actively take advantage of their knowledge of culturebackground to infer and construct the meaning of an oral discourse.From the various definitions given above, we can conclude that listening is anactive mental activity in which listeners take advantage of the known knowledge toconstruct information.
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2.2 Previous Study on Lexical Chunk
The linguists have been aware of the phenomenon of lexical chunk. A centuryago, Saussure talked that when a compound phrase consisted of a series of singlewords that appeared frequently, the consciousness of human beings would not analyzeits construction but to describe it as a whole memory and conform it as a singlememory and unit. (Saussure,1966;129-143) While Charles Fillmore also thought thata person’s linguistic competence had a large part of the number which was presentedby programming what he owned. (Charles Fillmor,1979:66). Pawley and Syderpointed out that native speaker of English often mastered massive customary lexicalchunks. Using lexical chunk could make the linguistic communication more fluentand smooth. That means the more learners master the lexical chunk, the more nativespeakers approach linguistic level. Cowie and Howarth (1988) found out that nativespeaker used more types and numbers of lexical chunk than non-native speaker bycomparing an article which was from English-speaking and two articles which werefrom non-native speaker in different levels. Furthermore, the higher level ofnon-native speaker applied more excellent than lower level of non-native speaker.Lewis was the most powerful researcher about the resea