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/> (1) Situations of learners' uses of lexical chunks have been investigated by manyresearchers，such as Chen Xin(2004), Liu Xiaoling & Yang Zhiqing(2003), who try toprobe the application of LC in the process of language output. Wiktorsson & Maria(2003) distinguish and classify LC on Swedish SLLs, discovering that excellent SLLsin English, would use no less LC than native-leamers in their writing. However, forSLLs, their uses of LC tend to be more oral and informal. There are less LC used bythe underachievers than by achieved SLLs. However，researchers also have found outformulaic speech is widely used by some Chinese English learners, who are usuallyshowed some lists of sentence patterns for them to practise so as to consolidate whatthey have leamt. It is a traditional way based on behaviourism theory, which seems tohave lost its favor. Nevertheless, it is a fact that learners do have mastered theknowledge well by remembering and using formulaic language.
(2) Thus the necessity of teaching lexical chunks needs to be stated. According toAltenberg (1998), 80% of language that native English speakers use is formulaic, witha large number of prefabricated chunks in fact (Pawley & Syder, 1983; Ellis. 1994;84-85). Thus, besides grammar, the pragmatic and idiomatic usage should be takeninto consideration in writing teaching. Li Taizhi (2004) insists that lexical chunkteaching should be the starting point in cultivating students, English languageproficiency in middle schools. Lewis (1993) states，LC should be taught directly inclassroom teaching. Hsu (2002) also presents that foreign language proficiency hassignificant correlation with the use of lexical collocations. And the competence oflexical collocation will be influenced by many aspects，like classroom teaching,learning motivation, learning strategies and so on.

Chapter 2 Literature Review

2.1 Lexical chunks
Lexical chunks, a new way of gazing at language，owning to its supernaturalfeatures of changeability, generativeness and dynamicness. have aroused the wideattention from many psycholinguists, socio-linguists and other researchers.

2.1.1 Definitions of lexical chunks
There are various terms oflexica chunks, in terms of different research purposes,such as prefabricated chunks, lexical phrases，formulaic language, fixed expressions,formulae, gestalt，holophrase，multiword units, pre-assembled speech, prefabricatedroutines and patterns，ready-made utterances, routine formulae etc.. The definitions oflexical chunks also differ from one researcher to another because of their differentresearch perspectives.Brown (1973) and Clark (1974) state that learners may use numerous unanalyzedchunks，also called prefabricated chunks，in proper conditions, proposing the term"chunks". Becker (1975) also discovers the existence of multi-word in Englishlanguage called "idiosyncratic chunks", who considers LC as a language unit betweensingle words and phrases that are usually stored and retrieved for use in fixed orsemi-fixed way. And they share both traits of traditional grammar and lexis.And Haworth & Sinclair (1991) call these phrases "prefabricated phrases" or"ready-made language". Peters (1983) defines LC as formulaic frames with analyzedslots. For one thing, unlike fixed idioms, they can be analyzed by using sentence rules.For another, they are often considered a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。