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can representthe image attributes and their semantic meaning more adequately. A lexicalchain can be a trigger for a sequence of occurrence of words related to theimage given by teachers. A lexical chain might contain a few words to somesentences. These lexical chains are categorized as: A Page Title LexicalChain (PLC), an Image Title Lexical Chain (ITLC), an Alternate TextDescription Lexical Chain (ADLC) and finally a Caption Lexical Chain that includes the whole extracted image caption. Normally, only theCLC may exceed the limit of one sentence, since the image caption in somecases may include a few paragraphs. All the other lexical chains are usuallyconfined to a few words or a single sentence. Palmer (1993) definedcollocation as ‘‘a succession of two or more words that must be learned asan integral whole and not pieced together from its component parts’’. As forthe process of lexical acquisition, the acquisition of L2 lexical items starts ingeneral as an input of unanalyzed wholes, or chunks. Lewis, paying attentionto this nature of chunks, proposes the Lexical Approach. Ellis (1997) arguesthat language rules and lexical information are automatically acquired by therepetition of chunking process in our memory. Since researchers adopteddifferent terms for the same object, this paper refers the most frequently usedterm “lexical chunks”.
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1.2 English Writing Instruction
English Writing instruction has developed for half a century, the mainschools are 'result-oriented teaching method', 'Process-oriented teaching method', 'genre-based teaching method', 'content teaching method' and the'task-based teaching method'. There are a lot of comments on the teachingmethods of writing, so the following review briefly the focus of theseteaching methods.1) The Product-Based Approach takes the writing result as the guidance,making the student understand and paying attention to the essence of theessay and providing the systematic writing training.2) The Genre-Based Approach emphasizes on the analysis and imitationof the genre characteristics, so that the students have access to differenttypes of reading and writing.3) The content teaching method organizes teaching on different subjects,thematic content and writing skills4) The Task-Based Approach views the student as the center. It ishelpful to improve the students' actual language ability and let the studentrealize “learning through doing”. Teachers are required to be good atdesigning tasks and creating interactive environment.
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Chapter Three Methodology........29
3.1 Research Design.........29
3.2 Research Procedure....32
3.2.1 Data Collection...........33
3.2.2 DataAnalysis.....37
Chapter Four Result and Discussion....39
4.1 Chunk Awareness on Production ofEnglish Phrases........39
4.2 Chunk Awareness on Production ofClausal Chunks........47
4.3 Chunk Awareness on the Production ofDiscourse Organizers....... 51
4.4 Summary............55

Chapter Four Result and Discussion

In this chapter, two sections are included: results and discussion ofthree research questions in the current study. In each section, some necessaryresults will be shown in different forms. And then the possible reasons forthe presented results will be analyzed and discussed.

4.1 Effects of Fostering Lexical Chunk Awareness onProduction of English Phr