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0 students in EC and 38 students in CC agree that the speed of listening istoo fast to follow and they have less time to complete the question, which illustratingtheir fear that most students have when taking listening exams; In the ninth question,it is the investigation for students’ listening skill, 96% students in EC and 96.2%students in CC are not about to classify, file and remember the lexical chunks, whichproves that students pay less attention to lexical chunk; In the tenth question, it is theinvestigation on the form statistics to which students prefer when taking listeningtraining, students in EC and students in CC choose teachers for help purposefully bytraining with classification memory, and only 9.6% and 16% students hope to takelistening class under the guidance of the teacher in class. From the data we can seethat with the help of teachers when taking listening, they have the initiative ofimproving listening level.

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Conclusion

In conclusion, it is obvious that lexical chunk approach is helpful to improve thestudents' English listening ability if we take lexical chunk as the smallest unit of input,memory and storage in English listening teaching. Lexical chunk approach advocatesto memorize and accumulate a large lexical chunk in learning English. It can not onlymake up for the weakness of vocational college students’ English foundation, but alsosave time of grammar analysis, meanwhile, it enhances the students’ sense ofachievement in learning English, which greatly improve the efficiency of languageinput and information processing, so as to improve the automation degree of languageinformation processing. To sum up, there are three kinds of superiorities to theimprovement on students’ listening ability in vocational college with lexical chunkapproach, namely (1) Acting as the guidance, lexical chunk approach is beneficial tomemorize and store information. (2) Lexical chunk approach is beneficial to improvestudents' ability to predict the information in the process of listening. (3) Lexicalchunk approach helps to improve the efficiency of inputting and understandinginformation in the process of listening.So, it is effective to use the lexical chunk approach in listening teaching toimprove their listening comprehension level, and it is worthy of our attention.According to the teaching of the trial and summary based on the experience of thepredecessors on my own at Jilin Business and Technology College, I think in thevocational college English class that we can improve students' listeningcomprehension level comprehension level through the following three aspects:To improve the consciousness of lexical chunk and help student to establishlexical chunk library.The experiment of Nattinger and De Carrico showed that lexical chunk is a validlanguage memory unit, and its linguistic function can hint study and it is easy tomemory coding and extract. (Nattinger & De Carrico, 2000) In actual teaching, theteachers can help students build the structural characteristics of chunk memory. Let ustake the lexical chunk “in memory of” as an example, if students remember the chunkof “in____of”, they can remember the “in favor of”, and the chunks like “in need of”,“ in honor of ”, “in praise of” also could be saved in their brain. To achieve effectiveuse of lexical chunk for promoting the purpose of listening comprehension, we cannotignore the accumulation of knowledge and we 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。