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/> In the previous four chapters, both the literature review and data from theempirical study have clearly shown that lexical chunks play a vital and positiverole in college English writing. Furthermore, lexical chunks, which are commonlyregarded as the indicators of high-scored compositions can contribute quite a lotto the students' English writing proficiency. To put it in another way, the more thelexical chunks are used in compositions, the higher marks the students will get.Lexical chunks can polish the essay, which will do good to the improvement ofwriting. So, it is high time for the college English teachers to employ lexicalchunk theory to facilitate learners’ writing ability. Then they should also arousestudents’ interest in lexical learning and cultivate their awareness of using lexicalchunks into their writing. What’s more, teachers are supposed to show andanalyze lexical chunks as many as possible to students in order to develop theirhabit of accumulating lexical chunks. So in this chapter, some pedagogicalimplications are made for English teaching and learning, aiming at improvingEnglish writing proficiency.

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Conclusion

Based on the analyses and results of the whole study, some conclusions couldbe drawn that there is significant difference in students’ writing proficiencybetween the students who employ lexical chunks into their writing and those whodo not. The use of this effective method could effectively increase the number ofchunks properly used in writing and reduce the number of errors. The amount ofprefabricated chunks students really use and their writing proficiency arepositively correlated. The more prefabricated chunks students use, the higher theirwriting scores will be. Besides, in English learning, prefabricated chunks-basedrecitation input has a greater effect on students’ writing than that on reading.Nattinger and De Carrico are of the opinion that second language learners’language fluency is not determined by the number of grammar rules stored in thebrain, but the number of prefabricated chunks (Nattinger and De Carrico, 1992).Wood believes that “second language fluency is based on the processing ofmany prefabricated chunks. In his opinion, learners need to spend a lot of timeimitating recordings, including the imitation of lexical chunks” (Wood, 2002).
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Reference (omitted)

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