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rate them into parts in order to exercises the rule of language. This sort of studies  usually cho oses l ittle c hildren as sub jects. T hey hav e a greed   that sm all stu dents  do well  in collecting a nd ap plying c omplex stri ngs before c ommanding th eir core c omposition (Schm itt, 19 97). Nattinger and De Carrico (1992) discover children’s words acquisition and that when small children say “What’s it?” they in fa ct deem it as one  word, rather than a sentence of 3 wor ds. They use  it as general universal rule. But they also investigate that the children hardly ever store up and use the lexical chunks; once the children recognize and understand how to  analyze, they will keep away from the lexical chunks analysis and reconstruct the parts on their own. 
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Chapter 3  Theoretical  Framework ...... 15 
3.1 Basic Definitions of Lexical Chunks ........ 15
3.2 Lexical Approaches and Classifications ............. 16
3.2.1 Lewis’ Approach and Classification of Lexical Chunks ........... 16 
3.2.2 Nattinger & Decarrico's Approaches and Classifications of Lexical Chunks ......... 17 
3.3 Functions of Lexical Chunks .......... 18
3.4 English Writing Comprehension and Lexical Chunks ............ 20
Chapter 4 Methodology ...... 22 
4.1Research Objectives and Questions ........... 22 
4.2 Subjects ............. 22 
4.3 Instruments ....... 23 
4.4 Procedures of the Experiment ......... 23 
Chapter 5 Results and Discussion ......... 39 
5.1 Analysis of Questionnaire 1 ............ 39 
5.2 Pre-Test and Post-Test of Examination Results and Discussion ...... 42 
5.3 Analysis of Questionnaire 2 ............ 43 

Chapter 5 Results and discussion

5.1 Analysis of Questionnaire 1 

Before the test, the writer  author dispatched 107 students who rec eived the writer’s teaching just a replicated survey (53 s tudents in testing class; 54students in control class). T he survey concerned about this study contained 25 questions. There were fifteen multiple-choice and ten “Yes or No” questions. The questions about the students' attitudes to English writing and writing habits were devised according to their writing ability in the writer's school. The students received a Chinese edition of the survey, and they were requested to finish it by themselves without any conversation in twenty minutes. After the writer carefully collects the questions and data, the received statistics in the survey could be expressed succinctly.And the result is as follows: According t o th e  outcome i n T able  4-1, w e  could k now s omething from questi on1-3, E ven thoughover 62% of the students in EC an d nearly 62% in CC kn ow the significance of English writing, only  not m ore t han  10%  of th e st udents in EC are fo nd of w riting an d th e  data of  that is  1% i n  CC. Through Question 4,5,6, and 7 we get t he reason why more than 81% of students in EC and CC consider writing is pre tty  hard.  The  account is t hat  in  spite of  the  great hel p ca used by  memorizing ch unks according to 64% of the students in EC and 69% in CC, they still came across lots of massive problems in organization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。