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e not existed a widely accepted definition.The different definitions of the lexical will be presented as follows:In the 1970s, Becker (1975) used “prefabricated” to call lexical chunks and he pointedout “most utterances are produced in stereotyped social situations, where the communicativeand ritualistic functions of language demand not novelty, but rather an appropriatecombination of formulas, cliches, idioms, allusions, slogans.” In his view, the lexical chunksare the combinations of the branches of the individual words, and the learners store the usefullexical chunks in their brain to communicate.Pawley and Syder(1983) argued that “these lexicalized stems form a high proportion ofthe fluent stretches of speech hear in everyday conversation” (p.208). The speaker can focuson combining a larger pieces of discourse words by constructing the ready made constructionsto get the main points. They believed that people concentrate more on the lexical chunksrather than the individual words and sentences and they memorize many chunks especiallythey have communications in the daily life.Michael Lewis also (1983) define “Lexical items are socially sanctioned independentunits. These may be individual words, full sentence-institutionalized utterance that conveysfixed social pragmatic meaning within a given community” (p.109). He believed that thelexical chunks simplified the information that people conveyed. People use more lexicalchunks to express their ideas and thoughts and it is more simpler and easier. The more chunksthey use, the quickly understand the speaker’s meaning.
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2.2 Relevant Theories
The author introduces two theories related to the lexical chunk approach. The theory oflanguage acquisition in second language teaching and the Krashen’s Intput Hypothsis will beintroduced in this part. The two theories make the foundations for the study.Lewis made an experiment of the language acquisition and he gave the results andthoughts of the research in the second language teaching. Lewis(1993)mainly presented hisview in four aspects according to the results as follows:First, the study of the language acquisition puts more focus on the increasing level inthe language learning, that is the ability of analysis and the learning process of the learners.The ability of making combinations of the individual words and the sentences are notadvocated in the process of English learning. He pointed that the learners should concentrateon how to make an improvement on the analysis of the materials rather than memorize theindividual words and sentences. If the learners neglect the training of the ability, they can notimprove their language competence in a correct way.Second, the course of inspection is to gain more grammar acquisition, and through thecommand of grammar, the ability of assumption and confirmation will be improved. It can beseen that the acquisition of the grammar is also important in the second language learning.Third, the readers should make use of the entire phrases no matter how they understandthe passage of the each part. It is necessary to make use of the lexical chunks when thelearners read the new materials in the process of reading comprehension. The learners canspend less time to have a better understanding of the passage and get the main ideas of thetext. The writer’s attention will be also presented in the passage according to thehigh-frequency lexical chunks. It is an effective way for the read