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itional structural approachand communicative approach, and it mainly deals with oral English teaching in the aspects ofaccuracy and fluency. The lexical chunk teaching strategy advocates the teaching principlethat provides meaningful and understandable language chunks, and makes the words belearned, memorized and used as a whole. Therefore, lexical chunk strategy provides a newway of oral English teaching. Although at the current the lexical chunk method has beenapplied to language teaching, especially in the teaching of vocabulary and writing, fewscholars pay more attention to the application of it in oral English teaching, and the study oforal English teaching in vocational colleges is even less. Therefore, the focus of this paper isthe application of lexical chunk strategy in oral English teaching of vocational colleges, andthe analysis of the impact of lexical chunk teaching strategy on vocational college students.

1.2 Significance of the Research
The study of foreign language acquisition shows that in verbal communication, peopleoften used interchangeably with two encoding: a grammar based on rules and types, which isa kind of lexical phrase-based sample type. Although grammar rules do have stronggenerative capacity, in fact, as Bolinger emphasized, language is not always creative, notalways based on provisional rules of grammar for individual words together, but has greatreproducibility, and many words are stored along with the storing of lexical chunks. Becauseof the presence of large amount of lexical chunks in the language, the material for oralexpression begins to build up, and the existence of prefabricated parts provides convenience in language output. Nattinger and DeCarrico say, language proficiency is not determined bythe learners in the brain, but depends on how many lexical chunks that the learner actuallystored in brain. The lexical chunk theory in the oral English teaching of vocational collegestarts from new thinking and perspective to explore language blocks in the teaching of oralEnglish, which has great significance in the improving of student ability in oral English.Therefore, this thesis aims to study teaching strategy in oral English teaching, and itadvocates the use of lexical chunks teaching strategy to promote and enhance vocationalstudents' oral communicative competence through empirical research in oral English teachingof higher vocational education, and provide scientific reference and basis for future study.Based on the study of language definition, classification, theoretical basis and analysis ofcurrent situation of vocational college students' oral English ability, a sample of two classesof students in Shandong Vocational College of Industry of non-English majors was studied,and the topic of the research is how to use lexical chunks strategy to improve high vocationalcollege students' oral English proficiency and some suggestions for higher vocational Englishteaching were put forward.

Chapter 2 Literature Review

2.1 Overview of Lexical Chunks Research
The research about lexical chunks can be traced back to 150 years ago, and manyresearch literatures show, a large number of lexical chunks are stored in the brain of alanguage user. John Hughlings (from Wray 2002:7) found in aphasic speech a large numberof stable structures and meaningful language units. Bolinger(1976) points out the use oflanguage is not based on "blo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。