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s accepted that the control of vocabulary is all basic andnecessary component of both foreign language and second language learning. Therefore the senior highschool learners should develop a very large vocabulary size for the purpose of becoming proficient inlearning English or other foreign languages.

1.1.2 Why is Vocabulary Learning Important?
Among the three language elements (pronunciation, vocabulary and grammar), vocabulary is the mostbasic one. This is because vocabulary, which is essential for communication，is the only one carrier ofpronunciation and grammar. Wilkins, one of the famous linguists once said in 1972，"Without grammarvery little can be conveyed, without vocabulary nothing can be conveyed." (Wilkins, 1972:11). Whenchildren leam to speak English by using isolated words, and then try to use English in chains of nouns aswell as verbs. While a child who says, "Mum bike bye-bye”. This sentence is easily understood by an adultwho speaks English. A new foreign language learner, particularly for a student, who is dedicated to a newlinguistic circumstance tend to pick vocabulary up firstly, and then develop a much more refined structuralframework in which one could use these English words step by step. And senior high school students mustconstantly be learning words, at the same time they would leam structures. Meanwhile they can practice theEnglish sound system. So numerous facts show that learning vocabulary is an indispensable portion inEnglish textbook, and a very crucial task for the senior high school students.

Chapter Two literature review

With the development of the research on corpus linguistics，lexical chunks are becoming more andmore important, which excite the interest of many theoretical linguists, applied linguists, sociolinguists aswell as language teaching researchers. So in this part some literature reviews will be introduced containingdefinitions, characteristics, classifications and related studies.

2.1 Definitions of Lexical Chunks
The research on corpus linguistics told us that there is very interesting phenomenon, that a very largenumber of high frequency chunks exit in English. And this kind of lexicalized chunks constitute the basicunits of English, such as in a hurry, according to, as soon as, which appears quite common in learning aforeign language or a second language. More precisely, this sort of unit can be divided into phrasal verbs(“give up”)，compounds (“freeze-dry”）as well as idioms (“bum the midnight oil")- Since the beginning of1990s, the research on lexical chunks has become more prevalent, and more and more scholars becomeinterested in this.Nevertheless, there is still no fixed term to explain these language phenomena in English, so there isnot fixed definition to define them. What is more, different linguists and researchers invent different termsfor explaining this phenomenon during their researches. Some of these phrases recur so frequently that canbe treated as units. For instance, there is a phrase is “to make a long story short". And there are numerousterms having been coined to refer to this phenomenon, however, the most commonly used is "lexicalchunks'".

Chapter Three Research Design........... 34-38
    3.1 Research Questions.......... 34
    3.2 The Research Subjects..........34-35
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