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st findings, the author discovers,with the rise of cognitive linguistics, chunks are becoming more and more important and thehot spot of researches. Langacker (2008) thought native speakers widely rely on chunks orlow fields module to communicate with each other. Also, chunks have become the focus ofsecond language acquisition researches. Therefore, the author plans to solve the aboveproblems through teaching English chunks to explore new ways to improve the efficiency ofvocabulary teaching，strengthen students' correct application of vocabulary in language output,and arouse the students' interest in English study.Vocabulary teaching is an arduous task, throughout the entire English teaching process.The author introduces chunks into the actual teaching practice, so as to further understandteaching concept, improve the teaching effect, promote the students' ability to use English, aswell as develop the author's professional ability.1.3 Structure of Thesis
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Chapter Two Literature Review

2.1 Definition of Chunks
The concept, "chunks" was proposed by Becker(1975) and Bolinger(1975) for the firsttime in the middle 1970s. It refers to a special multi-words phenomenon, between thetraditional grammar and vocabulary, typically made of two or more than two words, and is afixed or half-fixed structure. Becker(1975) assumed that some particular phrases，like “letalone", “as well as，，，“so much for" and so on，should be paid attention, because we can searchprefabricated chunks from our memory, adjust them slightly and generate grammatical and fluent language while expressing our ideas. BoIinger(1975) pointed out that the system ofrules is able to help people to express new ideas and generate remarks that never exist，butpeople emphasize rules of language excessively. As a matter of fact, language interaction isgrounded on vocabulary elements with different length. Language user take the initiative touse a large amount of chunks stored in memory system, and most interaction refers topredictable and normal things. Therefore, the language people use is repeated again and againand does not own originality. For instance, we can say "somewhere else” and "somebodyelse", but we can not originate "sometime else".
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2.2 Classification of Chunks
Due to various definitions, chunks have different classifications. The author is going toprincipally introduce the classification of Bckcer (1975), Nattinger & DeCarrico(1992) andLewis(1997). From the perspective of structure and function, Becker classified chunks into six types:1) Poly words, referring to the combination of fixed multi-words, such as “rich tradition”，” forIgood", “in the hope of ’,，“bland diet”； 2)Phrasal constraints referring to phrasal structuremade of fixed words，such as “last but not least”，“to make things better，’，“on the one hand”；3)Meta-messages is used to replace some discourse, like, “That is all...，，，“It doesn'tmatter ... ’’； 4)Sentence builders, i.e. sentence structure, like “It is said/estimated that..."，“Chances are that..." , “There are many reasons why... ” 5)Situational utterances, referringto the short sentences with certain pragmatic function in the particular social context, like“ Can I help you?, “How’ s everything going?“，‘‘What，s the weather like today?”；6)Ver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。