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ate them word for word. For example, the Chineseidiom 车水马龙 should be translated into “ The traffic is busy.” It is awkward totranslate the idiom into “ car water horse dragon”. It is the same with the Chineseidiom 人山人海. It should also be translated into “oceans of people” but not“people mountain people sea”. Therefore, vocabulary should not be taughtindividually in the English class. Otherwise, if translated word for word, theEnglish idiom expression will be too difficult for the learners to understand.

Chapter Two Literature Review

2.1 A Historical Retrospect of English Vocabulary Teaching and Research
2.1.1 English Vocabulary Teaching and Research in the West
The Grammar-Translation Method was believed to be the oldest foreignlanguage teaching methodology. At the end of the eighteenth century, thismethodology was applied to teach foreign language in public schools in Prussia. Inorder to prepare students to read and write in the target language and to passstandardized exams (Rivers, 1981), this method emphasized the written languageand literary accuracy. From the name, it is clear that the main medium ofinstruction is the students’ native language. The lessons were taught to the studentsby explaining the grammar in their native language in detail, by memorizingparadigm, and by learning bilingual vocabulary lists, which got them ready totranslate long passages of the classical materials (Zimmerman, 1997). Sinceprimarily archaic structures and obsolete vocabulary were used in the literarylanguage samples, a wide literary vocabulary was chosen for the purpose toillustrate grammatical rules, however, only a word could affect the illustration of agrammatical rule (Rivers, 1981).The Grammar-Translation Method was applied as the basic method for foreignlanguage instruction in the Western World and it was used well into the earlytwentieth century. However, it was challenged and criticized by quite a fewlinguists, especially by those reformers, since the realistic, oral language andphonetic training are neglected. In this case, the so-called “natural” method wasbrought about.

Chapter Three Theoretical Framework............ 32-46
    3.1 Lexical Chunks ...........32-40
        3.1.1 The Definition of Lexical Chunks...........32-34
        3.1.2 The Classifications of Lexical Chunks........... 34-36
        3.1.3 The Functions of Lexical Chunks...........36-40
    3.2 Lexical Chunks and Language Acquisition........... 40-43
    3.3 Lexical Chunks and Foreign Language...........43-46
Chapter Four Experimental Study ...........46-66
    4.1 Purpose of the Research........... 46
    4.2 Hypotheses........... 46
    4.3 Subjects........... 46
    4.4. Instruments........... 46-48
    4.5 Design ...........48-49
    4.6 Procedures........... 49-56
        4.6.1. Preparations before the Study...........49-50
        4.6.2. Teaching Procedures........... 50-56
    4.7 Results........... 56-64
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