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Chapter Two Literature Review

2.1 Relevant Definitions and Concepts
This part gives a description about how different linguists and scholars definethe item lexical chunk. Also, the classifications of lexical chunks are discussed indetail. At the end of this part, the functions of lexical chunks are mentioned. Over the past decades, the term, Lexical Chunk，has aroused great interestamong the linguists and many linguistic scholars . Obviously, a variety of terms havebeen used to describe and clarify this language phenomenon. They attempted todefine this language phenomenon from different perspectives according to theirresearch backgrounds, purposes and methodologies, creating and presenting dozensof terms ,some of which are somewhat overlapping. Such as, idiosyncratic chunks(Becker1975); formulaic utterances (Wong Fillmore, 1976); semi-fixed patterns(Krashen, 1978); lexicalized sentence stems (Pawley & Syder, 1983);formulaicspeech (Ellis,1985);prefabricated chunks (Widdowson,1989);lexical items (Sinclair1998); patterns (Hunston & Francis 1999). Clearly, although each term simplyemphasizes certain aspects of language, they certainly share some similarities inconcept. Although there is not a widely accepted definition for it, the following arethe most representative ones which have been greatly acceptable.
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2.2 Approaches to English Writing Teaching
In the long history of English writing, many researchers abroad have exploredthe approaches of teaching writing and many of them have put forward valuableideas and theories. In our country, the researches in writing approach have madegreat breakthrough in recent years. Generally speaking, three representative writingapproaches have received great interest in language research and teaching, that is,Product Approach, ProcessApproach and Genre Approach. Product approach raised on the basis of behaviorism theory is a traditionalapproach in which students are encouraged to mimic a model text, usually ispresented and analyzed at an early stage. Product Approach Model consists of fourstages: familiarization, controlled writing, guided writing and free writing. Atpresent, Product approach plays a leading part in writing teaching in middle schoolfor it has the following advantages. Firstly, it can improve students’ languagecompetence and writing level in coping with exams. Secondly, it can beimplemented in class and students have an easy access to it. However, teachers tendto place great importance on the product of the writing, especially the languageknowledge, sentence structure and using cohesive devices properly. What’s more,how to develop the passage wholly is usually neglected. The process of teaching isregarded as a process of stimulus and response .
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Chapter Three Theoretical framework........18
3.1 Lexical Approach........18
3.1.1 Definition of Lexical Approach .....18
3.1.2 Connotations of Lexical Approach.......19
3.1.3 Key principles of Lexical Approach ....19
3.2 The Chunking Theory .......21
3.3 Input Hypothesis .........22
3.4 Output Hypothesis.......22
3.5 Lexical Chunks in Relation to Language Output........23
Chapter Four Methodology.......27
4.1 Research Questions.....27
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