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) investigated the function  of  lexical  chunks  into  vocabulary  teaching  from  the  cognitive perspective and holds the view that the acquisition of lexical chunks can promote the understanding of information and the change of inter-language, which indicates that learners can make more fluent speech with the aid of inter-language.  Consequently,  learners’  communicative  ability  will  be promoted eventually.  Wang  &  Zhang  (2006: 20) also suggest that lexical chunks is an effective way to develop inter-language system; What’s more, Lexical chunks have pragmatic functions and can be used to improve the appropriateness  of  communication.  These  findings  indicate  that  lexical chunks can promote the undergoing of communication. Jiang (2000a: 271) asserts that the teaching of lexical chunk can integrate the development of skill and ability and she also suggests several instructions to apply Lexical Chunk Theory to teaching, such as helping students find out lexical chunks in reading material, guiding students to find out it rules inside chunks and so on. These instructions are quite pragmatic for classroom teaching. 
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1.2 Applied Study of Lexical Chunks 
After  a  great  deal  of  theoretical  studies,  researchers  start  to  put  Lexical Chunk  Theory  into  language  teaching,  such  as  the  application  of  lexical theory into English writing teaching and oral English teaching, which were intended  to  examine  the  impacts  of  Lexical  Chunk  Theory  on  the developments of English skills. Lexical chunks as Wray (2000: 465) puts it, are “stored and retrieved whole  from  memory  at  the  time  of  use.”  The  characteristic  inspires researchers  to  associate  the  Lexical  Chunk  Theory  with  the  teaching  of English writing. Through empirical studies, researchers find out that there really  exists  a  relation  between  the  use  of  lexical  chunks  and  learners’ writing  ability.  In  addition  to  that,  learners’  writing  ability  were  indeed improved through the application of lexical chunks to English writing class. Dickinson (2012: 27) conducts a language teaching experiment and finds out  that  consciousness  rising  tasks  and  instructions  for  memorizing  and using  lexical  chunks  were  beneficial  for  all  learners.  Qin  (2004:135) instructs students to recite lexical chunk as a way of inputting English in the  teaching  of  senior  English  writing.  He  finds  that  students’  English writing  ability  have  been  improved  significantly. 
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Chapter 3 Methodology .......... 19 
3.1 Research Design ......... 19 
3.1.1 Research Questions ........ 19 
3.1.2 Research Subjects .......... 20 
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