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Chapter 1 Introduction

From the beginning of the '19'' century, language teaching has gone through a longway. At the beginning, linguists, applied linguists and English teachers thought that to leam a language was to learn its words and grammar rather than the language itself.  With such a view，the Structural Approach held a dominant position in language teaching and learning for many years. Later, both teachers and students have found that although students gained a sound command of individual words and grammar，their language use was far from satisfaction. When communicating, they cannot express themselves clearly and properly; when writing，they use Chinese mode of thinking(Wang & Wen, 2002) and seem to do patch work by finding single English equivalents for Chinese words in their mind and then combine them piece by piece to construct English sentences (Wang, 2004:51). Meanwhile, little attention is paid to the textual pattern (Wang, 2004: 52). As a result，their expressions can hardly achieve idiomaticity and appropriacy although they weregrammatically perfect.Therefore，many researchers and teachers, including the author begin to suspect theauthority of grammar and single words which has been always canonized by manyEnglish teachers and deeply rooted in their hearts. The mentioned problem may be solvedby the theory of chunks and Lewis' Lexical Approach, which present themselves aspromising solutions to this crucial problem. All enthusiasm is aroused and the authordecides to work for it as her thesis.

从'19''世纪的开始，语言教学已经走过了一万里。一开始，语言学家，应用语言学家和英语教师认为，易学是一门语言来学习单词和语法，而不是语言本身。结构的方法举行了这样一个观点，在语文教学中的主导地位多年。后来，老师和学生们发现，虽然学生获得了良好的个别单词和语法的命令，他们的语言的使用是远离满意。沟通时，他们无法表达自己清楚，正确;写作时，他们用中国人的思维模式（王及文，2002），并似乎在他们心中的中国话单的英语等值发现做修补工作和再结合他们一块由片构造的英语句子（王，2004:51）。

According to the statistics announced by the National College English TestingCommittee，the English writing performance of Chinese college students, even forstudents from key universities, is far behind the passing score of 9 points of the totalscore 15 points. Many researchers and experts have testified that Chinese collegestudents’ writing performance has been far from satisfaction for decades，in general, andwriting performance of college students fails to meet the requirement listed in the College Curriculum Requirements and the needs of our society (Cai, 2002; Han, 2004).While writing, an important means of communication between people, involving not justmemorizing vocabulary and understanding the meaning, is a significant component ofcollege English education.We can not hesitate to ask what resulted in such poor writing performance.According to the published works in China，the causes of college students' poor writingperformance are multi-dimensional.
In order to realize the present situation of the English writing in colleges，the authorhas conducted an investigation with questionnaires to seek a more effective languageteaching approach to improving the accuracy and fluency level of writing. Influencedmainly by Michael Lewis，the study aims at introducing lexical approach to help collegestudents to gradually master vocabulary better, investigating the effects of training ofnoticing and memorizing lexical chunks on Chinese college students' English writing,trying to find out an efficient and feasible way to improve students' proficiency level ofEnglish writing and proposing some pedagogical implications.

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