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n their speaking. With this new method, fifteen weeks may not belong enough for them to produce enough change. Thirdly, the impact of other factors was not ableto be totally got rid of during the experiment, such as individual intelligence level, accent ofspeaker, difficult level of reading material, etc.
This paper only shows the result of a small experiment about the lexical chunks approach for oral English teaching. Three suggestions are provided for future study by the author. The first one,researchers can choose more samples with different levels of English proficiency, and this waythey can get more convincing results. The second one, researchers can try to exert moreencouragement and have more patience to the students with lower English proficiency during thestudy. The third one, take individual difference into consideration during implementation of thestudy and when consider its results.Although the study implemented lexical chunks teaching strategy and put forward somesuggestions, it is limited by itself. The ability of the author needs to be considered as a factor andsome emergencies raised during the experiment should also be taken into consideration. Theauthor will try best to improve quality of future study and improve one’s abilities, and try toimplement lexical chunks teaching strategy in a more systematic way.

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