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linguists have shifted their attention from grammar to vocabulary and explored therole of vocabulary in language acquisition.Nattinger and DeCarrico(1992)emphasized that grammar and knowledge are not the key to language fluency,anddirectly applied the phenomenon of multiple words and combination of multiplewords into language teaching,emphasizing the cultivation of students'ability to use'lexical chunks'.Secondly,lexical chunks are classified from the perspective ofstructure and function.Based on the above characteristics of lexical chunks,it isfeasible to apply lexical chunks to teaching,especially listening teaching,which canrelieve the pressure of listeners and improve the efficiency of language input.

Chapter Three Research Methodology........................15

3.1 Research Hypothesis...............................15

3.2 Research Participants..................................15

Chapter Four Research Results and Discussion....................24

4.1 The analysis of questionnaires.........................24

4.1.1 Analysis of pre-questionnaire Results.......................24

4.1.2 Analysis of post-questionnaire Results..........................25

Chapter Five Conclusions and Implications.....................38

5.1 Main Findings.................................38

5.2 Pedagogical Implication..............................39

5.3 Limitations of the Research............................42

Chapter Four Research Results and Discussion

4.1 The analysis of questionnaires

4.1.1 Analysis of pre-questionnaire Results

This paper delivered two questionnaires in both EC and CC in order to check theresults.The first questionnaire was made in EC and CC at the beginning ofexperiment and 8 questions were offered to students for answer.Each questionnairehas five different choices and is easy to be understood with Chinese language design.In the pre-questionnaire,141questionnaires were handed out respectively both in ECand CC.141questionnaires were collected,the validity rate is 100%.The secondquestionnaire was made in CC and EC respectively at the end of next semester,in thelate of 2021.The questionnaire is the same preparation as the pre-questionnaire.

Afterquestionnaire,we collected it and the validity is also 100%.After pre-questionnaire,the paper collect data into computer for analysis.Thequestionnaire data are presented in this thesis(see figure 4.1).EC is presented by blueand the CC is presented by red respectively.

Chapter Five Conclusions and Implications

5.1 Main Findings

(1)After 12 months research,the author draws a comparison in listeningscores between CC and EC.The author also makes a comparison between CC andEC through questionnaire survey.The author can make a conclusion that lexicalchunks teaching method is helpful to improve English listening.It is found that thestudents'English listening cognitive process has been strengthened after theimplementation of lexical chunks teaching method in the experimental class.Students whose overall discourse control ability and pragmatic ability have alsobeen enhanced.

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