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3.2 is the results of the second dimension. Chart 3.1 is obtained from the questionnaire. Question 1,3,4,6,9,10,13 are designedto test students’ learning strategies and methods of vocabulary. Question 1 is to testcircumstances of students’ lexical chunks accumulation. From question 1 of chart 3.1,366 students (54.82%) occasionally accumulate phrases, collocations and sentence patterns, in addition, 137 students (20.56%) never collect lexical chunks on their owninitiative, on the other hand, only 15 students (2.23%) display great initiative inlexical chunks collection.From question 3, we can get a result that most of students have not build up theconnection between previous knowledge and new lexical chunks.41 students (6.16%)admit that they can not connect new lexical chunks with previous knowledge, whichmeans that they can not build up a clear vocabulary system, besides, only 87students(13.01%) have a clear system of vocabulary. After careful analysis, the author findstwo reasons, firstly, teachers ignore the importance of vocabulary system and previousknowledge review. Secondly, students do not review and sum up lexical chunks intime, which results in the gap between new lexical chunks and previous knowledge.
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Conclusion

On the basis of composition analysis, questionnaire and interview, the authorobtains some valuable findings.Firstly, the types of lexical chunks in high-scored compositions are more flexibleand plentiful in contrast to the types of lexical chunks in low-scored group.Lexical chunks are applied to students’ writing no matter in high-scoredcompositions or low-scored compositions. The number of tokens between two groupsis closed, however, the types of lexical chunks in high-scored compositions are muchmore, which reveals that the forms of lexical chunks in high-scored compositions aremore flexible and plentiful in comparison with monotonous writing of low-scoredgroup. In other words, the students with high level of writing ability are more awareof lexical chunk application than the students of low-scored group.The author also finds that some students in high-scored group consider lexicalchunks as macro-organizers and micro-organizers, which improves logicality andfluency of their writings. In addition, some lexical chunks used by the two groups arethe same, but the error rate of lexical chunks in high-scored compositions is relativelylow.
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Reference (omitted)

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