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d the lexical chunk.Becker(1975) is the first to speak of prefabricated phrases. Prefabricated phrases indicate thatpeople always recognize a set of relative words in their brain as a whole and regard them as lexical chunksin order to study and memorize these words expediently. Becker proposes that some particular phrases,such as so much for, let alone and as well as, which in many ways don’t adjust to traditional textbookanalysis, should be laid specially emphasis on instead of being ignored, for they seem to be everywhere.When language learners express themselves, they can search the prefabricated phrases optionally from theirbrain. After processing these prefabricated phrases to some extent, language learners can generate fluentlanguage that fits to grammar rules.

CHAPTER THREE THE DESIGN OF THE EXPERIMENT............. 24-34
    3.1 Experiment Questions.......... 24
    3.2 Experiment Participants.......... 24
    3.3 Experiment Procedures ..........24-25
    3.4 Experiment Methods..........25
    3.5 The Teaching Activity based on Lexical Chunk Approach..........25-34
CHAPTER FOUR RESULTS AND DISCUSSIONS..........34-42
    4.1 Results and Discussions of the Questionnaire.......... 34-37
    4.2 Results and Discussions of the Tests.......... 37-38
        4.2.1 Results and Discussions of the Pre-tests ..........37-38
        4.2.2 Results and Discussions of the Mid-tests ..........38
        4.2.3 Results and Discussions of the Post-tests..........38
    4.3 Results and Discussions of the Experiment.......... 38-42
CHAPTER FIVE CONCLUSION.......... 42-46
    5.1 Summary of the Major Findings..........42-43
    5.2 Pedagogical Implications.......... 43-44
5.3 Research Limitations ..........44-46

Conclusion

The Lexical Chunk Approach is demonstrated to be effective by the comparison of the testsresults of the Experiment Class and the Control Class. However teaching English as a foreign language inApplied Linguistics is a branch of social science, it is always influenced by some uncontrollable factors.Because of the subjective and objective restrictions in the process of the experiment, there are severallimitations of the experiment. The limitation of the experiment is concerned with the subjects and the timeof the experiment. Learning a language is a long process. But the teaching experiment only lasted asemester. Besides, the number of the subjects of the experiment is too limited. We should provide abundanttime and subjects to carry out the teaching experiment. In this way, we can draw a more comprehensive andconvincing conclusion after the experiment.

Bibliography
1Becker, J. The Phrasal Lexicon [M]. Cambridge www.51lunwen.org/wordings/ Mass: Blot and Newman. 1975.
2Bolinger, D. Meaning and Memory [J]. Forum Linguisticum, 1976(1): 2-14.
3Ellis, N. C. Sequencing in SLA: Phonological Memory, Chunking and Points of Order [J]. Studies inSecond language Acquisition, 1996 (18): 91-126.
4Forster, P. Rules and Routines: A Consideration of their Role in th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。