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nbsp;   3.3 Research Methods.......... 35
    3.4 Research Tools ..........35-38
        3.4.1 Questionnaire.......... 35-36
        3.4.2 Individual Interview ..........36
        3.4.3 Comparison of Exam Results ..........36-38
Chapter Four Research Procedures and Results Analysis ..........38-48
    4.1 Research Procedures.......... 38-41
    4.2 Results of Research Questionnaire.......... 41-42
    4.3 Results of Individual Interview ..........42-44
    4.4 Results of Exams ..........44-48
Chapter Five Concluding Remarks.......... 48-52
    5.1 Major Findings.......... 48
    5.2 Limitations of This Research ..........48-49
    5.3 Implications for Vocabulary Teaching.......... 49-50
5.4 Suggestions for Further Research.......... 50-52

Conclusion

We all know that vocabulary learning is rather a difficult and complex process; however, we can dosomething to improve learning efficiency. For example, only when language learners master the innercharacteristics of words, and apply appropriate psycholinguistic knowledge to vocabulary learning.Through doing this，students maybe leam more vocabulary. It is true that this applied study of lexical chunkused in senior high school English vocabulary learning and teaching is still new. However, it is convincedthe lexical chunks theory will play a leading role in vocabulary teaching with the development ofcognitions.Lexical chunk integrates the words' function and form, with the characteristics of words and grammarBecause they are stored as wholes, so they not only can help the students learning vocabulary, but also helpthem remember knowledge better. So the students can extract lexical chunk directly to make up sentencesor a short essay. Therefore，the teaching which centers on lexical chunk should be the center of vocabularyteaching.
There are lots of useful lexical chunks in the English textbook published by People's EducationPress, so teachers can train or cultivate students to use lexical chunks consciously. And first they must formthe habit of lexical chunk. In class or after class, teachers can help students communicate lexical chunks inorder to use them freely in spoken or written English. And teachers should explain some useful andauthentic lexical chunks properly, such as their Chinese meaning. What is more, teachers can teach thesenior high school students to sum up all kinds of lexical chunks clearly. Then students are able tounderstand the features of the lexical chunks" meaning and structure.When students learned new words, they should also leam the lexical chunks matched with them, notlearning separately. As the content of each unit in textbooks is moving around a given topic, so teachersmay draw a conclusion in time after have taught each unit. Also, the students are encouraged to use thoselexical chunks to make sentences.

Bibliography
1Cohen Andrew. (2000)‘ Strategies in Learning www.51lunwen.org/wordings/ and Using Second Language. Beijing: ForeignLanguage Teaching and Research Press.
2Miller, G. A. (1956). The Magical numbers Seven, Plus or Minus Two. Psy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。