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lars have paid great attention to thelexical chunks, which are regarded as very crucial to language learning, they stillhaven’t reached an agreement towards this language phenomenon. When it comesto the definition of lexical chunks, different researchers and linguists havedifferent terms and views to expound almost the same thing, such as“form-meaning pairings”, “idiosyncratic chunks” (Becker,1975), “speechformulae” (Peters, 1983), “lexicalized sentence stems” (Pawley & Syder, 1983),“large lexicon” (Zernick & Dyer, 1987), “prefabricated phrases” (Sinclair, 1991),“lexical phrases” (Nattinger & DeCarrico, 1992), “prefabricated or ready-madelanguage” (Howard, 1998), “formulaic language” (Wray, 2002) so on and so forth.To put it in a simple way, lexical chunks are the prefabricated phrases which arestored in the learners’ brains. They are not the separate single words. Instead, theyare meaningful language units. Lexical chunks are the combinations of both formand function, which can be regarded as a whole in learners’ brains, making iteasier for learners to pick up and employ. They also make the language outputmore convenient. As there is no fixed definitions of lexical chunks, many scholarsgive their own views on this language phenomenon. Becker first defines thislanguage phenomenon as the “lexical phrases”.
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2.2 Classifications of Lexical Chunks
Since there are different kinds of definitions of lexical chunks, accordinglythere are different versions of the classifications of lexical chunks according todifferent linguists. Among them, Michael Lewis and Nattinger and DeCarricomake the classifications of lexical chunks from the perspective of the structuralcharacteristics, which are the most prestigious in this field. They challenge theconventional views, instead of dividing language teaching into grammar andvocabulary, they argue that language consists of many lexical items. Then theyclassify lexical chunks into four fundamental categories. They are poly-words, conventionalized expressions, sentence builders and phrasal constraints (Nattingerand DeCarrico, 1993). In the following part, the author will explain themrespectively in a detailed way. Poly-words are short phrases which function like individual lexical items.Poly-words are associated with a great number of functions, such as expressingthe speakers’ topic, relating one topic to another, shifting topics to other ones,summarizing the ideas, and so on.
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Chapter 3 Methodology............21
3.1 Subjects...........21
3.2 Research Questions........223.3 Instruments...........22
Chapter 4 Data Analysis and Results..........28
4.1. Number and Frequency of Lexical Chunks Used in Writing ........28
4.2 Data Analysis of Questionnaires........30
4.3 Results and Analysis of Pre-test and Post-test Writing ........32
4.3.1 Results and Analysis of Pre-test Writing.......32
4.3.2 Results and Analysis of Post-test Writing ........34
4.4 Correlation Analysis of Lexical Chunks and Composition Scores......37
4.5 Results and Data Analysis of the Vocabulary Test.....39
Chapter 5 Pedagogical Implications ...........41
5.1 Improving Effective Teaching Methods in Writing ........41
5.2 Developing Some Productive Strategies....44

Chapter 5 Pedagogical Implications

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