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摘要：While teaching the college English, the author finds that many students spend a lot oftime in learning vocabulary by heart，such as CET-4, CET-6, GRE，but they are not able toimmediately retrieve corresponding vocabulary from the brain when language output isneeded, or usage of words and expressions is not appropriate and not keeping with habits ofnative speakers.

batim texts are some parts stored as a whole clipped directed from the passage, such as,“Do you want to feel strong, avoid illness, and reduce stress?”.
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Chapter Three Exploration of Vocabulary Teaching Mode......... 11
3.1 The Orientation of Vocabulary Teaching .........  11
3.2 Analysis of Traditional Vocabulary Teaching Methods ......... 12
3.3 Function of Chunks Towards Second Language Acquisition.........  14
3.4 Vocabulary Teaching Procedures Under......... 15
Chapter Four Methodology.........  21
4.1 Research Content.........  21
4.2 Subjects ......... 23
4.3 Experiment Procedure.........  25
4.4 Instruments.........  25
4.5 Data Analysis.........  27
Chapter Five Results and Discussions.........  30
5.1 Results of Experiment ......... 30
5.2 Results of Interview Record......... 32

Chapter Five Results and Discussions

5.1 Results of Experiment
In this chapter, EC is used to replace experimental class，and CC for control class. Atthe beginning of the semester, all of students from experimental class and control class tookthe English diagnostic test organized by Foreign Language Department of Northwest A&FUniversity. First，the author opts for composition part as a key aspect to make a comparison,because we can get a conclusion on the level of discourse. Composition is a principal part thatcan embody students' comprehensive ability to use language. So, the results of writing part ofEC and CC is going to be contrasted here. Their grades of composition of these two classeswere collected to compare the mean and Std. Deviation, The writer uses one-sample T-test inorder to confirm whether the English level of students from EC and CC vary greatly, and triesto get rid of other factors which could affect the results.
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Conclusion

From tables of chapter five, we learn that after using lexical chunks approach,grades of the experimental class were greatly improved. Their grades were higher than thoseof the control class. So, lexical chunks approach is a more ideal mode for vocabulary learningthan the isolated word mode. Chunks are bigger vocabulary structures and sometimes they areeven the whole sentences, which can help us to memorize the number of words for one time.As we know, chunks are the mixture of grammar, semantics and context, possessing their owninternal structure and meaning. Thus, one part of the chunk can help recall the rest part of it,be directly retrieved and used, which is a better way to retain vocabulary than rememberingthe isolated word without the context. University students have learned English from theprimary school, and mastered a large amount of vocabulary. But most of them cannot usethese words and expressions to make sentences, express their ideas, and write the completedcompositions. So they have no ideas about how to combine these words and collocate thesesexpressions. Under these circumstances, adopting chunks as a unit to memorize, store, andretrieve could be more convenient, faster, and more accurate than using isolated word toexpress your notions.
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