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pattern exercise, teachersshould organize some activities such as role-play, games, and situational dialogues to providelearners with opportunities to improve their communication competence. In the course ofclassroom teaching, students were the focus while teachers were organizers or facilitators.Every coin has two sides. Communicative Approach can enhance learners’ communicativecompetence but it overlooks the importance of grammar, which can lead to learners’ lack ofgrammar knowledge and the ability of syntactic analysis. Both Structural Approach andCommunication Approach lay stress on only one factor, which is out of balance. Lexicalchunk, as a continuum between the two approaches, is a new method for English teaching andlearning. (Li Hong, 2005)
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Chapter Two Literature Review

2.1 Definition of Lexical Chunk
What is lexical chunk? And how can we make a distinction between a phrase which isreally a lexical chunk and a phrase which is made up of separate words? Different linguistshold different views due to their different study perspectives and emphases. The concept oflexical chunk was first proposed in 1970s. It was Michael Lewis who first used the termchunk in 1993, and established the basis for lexical chunk at the same time. According toLewis (1997), chunk is based on the idea that an important part of language acquisition is theability to comprehend and produce lexical phrases as unanalyzed wholes, or chunks, and thatthese chunks become the raw data by which learners perceive patterns of languagetraditionally thought of as grammar. Some Chinese researchers also give their viewpoints.Duan Shiping (2008) defines lexical chunks as prefabricated multi-word units stored in brainin integral form which can be extracted to use. Wei Naixing (2007) believes that prefabricatedchunk is a language structure with both lexical and grammatical characteristics, usuallymulti-word units that have linguistic function with specific characteristics of discoursefunction. Moreover, there are different terms, such as patterned chunks, prefabricated chunks,lexical phrases, routinized expressions, lexical bundle, and ready-made complex units (LiHongye, 2004; Yan Weihua, 2003). No matter which term or definition is employed byresearchers, it is supposed to mean a chunked set of lexical items, existing between traditionalvocabulary and grammar and having pragmatic functions. Alison Wray (2002) has made greatcontributions to the theory of lexical chunk and she gives by far the most comprehensive andauthoritative definition of lexical chunk: a sequence, continuous or discontinuous, of words orother meaning elements, which is, or appears to be, prefabricated: that is, stored and retrievedwhole from memory at the time of use, rather than being subject to generation or analysis bythe language grammar. And this definition is used in this thesis.
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2.2 Classifications of Lexical Chunk
Lexical chunks are very helpful to second language teaching and learning. However,there is not a uniform definition of lexical chunk. How do we classify lexical chunks?Scholars hold different views. This part will introduce two ways to classify lexical chunks.One is given by Nattinger & DeCarrico (2000), and the other is offered by Lewis (1993). Nattinger & DeCarrico (2000) propose four structural criteria to characterize thesep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。