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r enhances the requirements to students' writing, enlarges materials and typesof writing, cultivates students' better writing habits and emphasizes the accuracy,coherence and correctness. Thus, under this background, the National CollegeEntrance Examination (NCEE) (See Appendix VI) does lay the emphasis onexamining writing, and the percentage of it become larger in the NCEE. For example,as the College Entrance Examination of Tian Jin(See AppendixVII) required, somereforms concerning writing have been made in the following aspects. First, thewordage of writing is increased from previous 80 words to 100 or so now; second, itsscore is 25 points out of 150; third, to judge the qualities of students' writing, thecriteria is more specified and refined ranging from the keys of contents, quantitiesand accuracy of words application and grammatical structures to consistency ofcontext and propriety of language. More specifically, a good writing of the NCEEshould be rich content, comprehensive points, coherent narration, natural transitionand language diversity.

Chapter 2 Literature Review

2.1 Theories Related to Lexical Chunks
The founder of Lexical Approach, Lewis thought language does not consis oftraditinonal grammar and vocabulary, but the prefabricated chunks, which aredistributed in a generative continuum. They are the original data that peopleunderstand the language model. Language acquisition is an important part inunderstanding and outputs of these unanalyzed chunks. While different researchersgive different names of the chunks from their own views. Such as semi fixed patterns(Krashen & Scarcella, 1978); lexicalized sentence stems (Pawley, & Syder,1983);formulaic frames with analyzed slots (Peters, 1983); lexical phrases (Nattinger &DeCarrio，1992); lexical chunks (Lewis, 1993); formulaic sequences (Wray,1999) andso on. Because of the different names, some researchers give us different definitions.Nattinger & DeCaiTio(1992) pointed out that lexical chunks are multi-word lexicalphenomena that exist somewhere between the traditional poles of lexicon and syntax,conventionalized flinction composites that occur more frequently and have moreidiomatically determined meaning than language that is put together each time. Wray(1999) regarded a lexical chunk as a series of prefabricated continuous ordiscontinuous words or other meaningflil units, which are stored in memory as awhole and can be used directly without syntactic analysis. Moon (2002) employed acommon term-multi-word item. It is composed of two or more words in thesemantic and syntactic, meaningful and integral language fragment. He believed thatthe word is not the product of combination of grammar rules, but the formation oflexicalization result. His explanation further weakened the role of grammar rules andstressed the language fragment in language acquisition. Pawley & Syder (1983) used lexicalized sentence stems to explain the definition of chunks. They believed thatthere are thousands of lexicalized sentence stems stored in the native speakers'mental lexicon, which make native speakers fluently, authenticly express theiropinions. They define it “as long as sentence, or longer unit, whose grammaticalforms and lexical content completely or mostly are fixed."

Chapter 3 The Design of the Survey.......... 27-34
    3.1 The Purpose of the Survey........ 27-29
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