词块教学在高职英语教学中的应用分析

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◆摘

要：Thearticle，basedon

lexicaldefinitionandclassification，focusesonlexicalteachingtheoryanditsapplicationinEnglishteachinginhighervocationalcolleges

Asawayofcombinationandfunctionofthenatureoflanguagecomponents，Chunkcombinestheadvantagesofsyntax，semanticandcontext，whichisanidealunitinlanguageteaching.Therefore，chunkisapracticalwayinvocabularyteaching，enjoyingveryhighusevalueandbroadprospectsinEnglishlanguageteaching.

First.Thedefinitionandclassificationofchunk

ThetermchunkwasfirstputforwardbyBeckerin1976.Simplyput，chunkisastringofwordsstoredasawholeinthebrainandcanbepickedandusedbylearnersasaprecastblockinthewakeofwholeorslightalteration.Lewisdividedlexicalchunksintofourcategories：1.Multiple-wordterms，suchas“inaword，forinstance〞，whicharethebasicvocabulariesforlearnerstomemorize.2.High-frequencycombinations.Forinstance，“haveawalk〞，isafrequentlyoccurredcombinationinnaturallanguagewords.Nativespeakersknowinstinctivelywhichwordscanbematchedandwhichcannotbedoneso，whichisthebasisforaccurateandnaturalEnglishexpression.3.Setexpressions.Forexample，“Canyoutellmethewayto...？〞

4.Half-fixedexpressions.Forinstance：

makehaywhilethesunshines.Itcanbeseenfromtheaboveclassificationthatchunksaredifferentfrombothidiomsandfreecollocations.Idiomstructuredoesnotallowanychanges，thuscreatingspace-free.Freecombinationisatemporaryone，lackingpredictabilityandisnotconducivetomasteringwhilechunkprovestobeahalf-fixedcombinationjustbetweenthetwo.Inaddition，lexicalcategoryshowsanotablefeaturethatfromwordstosentences，thereexistsanintermittentincreaseinstructuresbetweenthelexicalcomposition，namelythespaceavailableforpragmaticchangeswiththechunkexpand，whichistheveryspacetocreativelyusewordsaswellastheonetobedevelopedforvocabularyteaching.

Second，theadvantageoflexicalteaching

（A）Toapplytheprincipleofthebest

Chunkingisacombinationofsyntax，semanticsandpragmatics，whichisaneffectivewaytoavoidtheabove-mentionedtwoextremesbycombiningknowledgeandapplicationinanorganicway.Inaddition，acquiringlanguageintheformoflexicalchunksisconducivetocultivatingstudents"abilityofautonomouslearning.Tofundamentallyimprovethequalityoflearning，thekeyliesinfosteringstudents"self-learningability.Therefore，theteachershouldinterveneaslittleaspossiblethelearningprocessofthestudents，allowingthemselvestofindandsummarizetherulesinthelearningprocess.

（B）Accordswiththebasiclawofcognitionwithuniversalsignificance

Thelexicalapproachseeslanguageacquisitionasacognitiveprocessof"observation-assumption–verification"one.Specifically，acceptanceintheformofchunkcomesfirst，thenfollowsimitation，mechanicaladoption.Notuntilthepossessionofgrammarabilitycanchunksbe

processed，filled，orreassembledbeforeenteringthefinalphaseofcreativeapplication.Languageacquiredintheformoflexicalchunkisinlinewithhumancognitivelawinthateverythingweperceiveisfromthesimpletothecomplex，fromimitationtocreation，fromawiderangeofabsorptionintothefinaloutput.

（C）InlinewithlearningcharacteristicsofChinesehighervocationalstudents

Chinesestudentsareaccustomedtorecitingtextsandthenmemorizingsentencesbeforeapplyingsomeofthemtootheroccasions.Intheearlystagesoflearning，studentsusuallyacceptandabsorbsomeofthedatawithoutanyanalyses，andthen，throughconstantuseofthesedata，theywillbemorefamiliarwiththeprocess，andfinallyreachthelevelofproficiency.Whatisstressedhereistheprocessofinternalization，whichisonlythroughthefullabsorptionandfamiliarizationoftheknowledgeoflanguagewillitbepossibletotranslatethemintothelanguageproduct.Therefore，intheformoflexicalchunks，theChinesestudentsarecharacterizedbyalotofmemorizationandrecitationofvariouslanguagematerials，andthengrasp，useandcreation.

Third，Chunkteachingexperiment

（A）TheSubjects

InordertoverifythefeasibilityandeffectivenessoflexicalchunkteachinginEnglishinChinashighervocationalcolleges，theauthorselected80students（2022）fromRehabilitationDepartmentofJiamusiCollege，HeilongjiangUniversityofChineseMedicineCollegeassubjects，andrandomlyassignedoneclasstoexperimentalone

andtheotherclasstothecontrolgroupwithtextbookNewHorizonEnglishⅡ&Ⅲ.Theexperimentalteachinglastedaperiodof1year，4hoursperweek.ExperimentalClassandcontrolclasswerebothinchargeofthesameteacher.

（B）TheExperimentalProcess

Theteacher，basedonlexicalchunk，conductedapurposefulandplannedteachingonstudentsofexperimentalclasswhileconventionalteachingmethodsareusedinthecontrolclass.TheaimoflexicalteachingfortheexperimentalclassistohelpstudentsturntheirattentionfromgrammarrulesandwordstothechunkbyadoptingMaggieBaigent"sthreestagesoflanguagelearning：

Identify—Explore—Consolidate.

1.Identificationoftargetword.Theteacherrequiredthestudentsoftheexperimentalclasstopreviewthetextbeforeclassandpickoutallthechunksandcollocationstheywanttheteachertoexplaininclass.Thechunkdoesnotincludeanynewwords.Thechunktableshandedinbystudentshelptheteacherchooseclasstype.Meanwhile，students"abilitytoobserveandidentifythechunkinselectingchunkscanbeimproved.Lewispointedoutthattheprerequisiteforlearnerstoturntheinputoflanguageintotheabsorptionoflanguageistonoticethechunkandcollocation.

2.Explorationofthetargetword.Forthewordstobeexplainedinclass，theteachercarriedoutaseriesofexercisestoimprovestudents"lexicalawareness.JaneWillislrecommendsthatlearnersidentify（suchaswhichwordcanbeusedbeforeoraftertheverb“like〞），classify（pickthreeexpressionsyouagreetoacertainpoint），comparewiththemothertongue，extend（trytofindthewordsinColumnBthatcanbematchedinColumnA），memorize，andsoforth.

3.Consolidationofthetargetword.Theaimofthethirdstageistoimprovethestudents"abilitytoaccuratelyandfluentlyusethelexicalchunksthattheyhavemastered.Usingthechunkslearnedisagoodwaytoretellstories，discussissuesorwriteessays.Byusingthesewords，notonlyisthestudentsawarenessofchunksraised，butalsoconsolidatetheacquiredknowledge.

Thefinalexamgradesofthetwoclassesinthefirstsemestershowednosignificantdifferences，ie，testspriortotheexperimentindicatedthatthetwoclassesenjoyedsimilarEnglishlevel.Thetestaftertheexperimentwasgivenbeforethefinalexaminthesecondsemesterandwasgradedintermsofaverage.

（Third）TheExperimentTools

StandardizedtestsofEnglishLanguageBandⅢforHigherVocationalCollegesareadoptedinthe

experiment.

（Fourth）Theexperimentalresults

Theexperimentclassexceededthecontrolclassby8pointsonaverage，whichshowedthatthelexicalapproachhelpstoimprovethestudents"languageaccuracyandfluencyaswellasthefeasibilityandadvantagesinEnglishvocabularyteachinginhighervocationalcollege.

Fourth.Conclusion

Languageteachinginthepastrantotwoextremes：

Structuremethodoveremphasizedgrammarrulesbutneglectedtheuseoflanguageintheconcretecontext.Oncontrary，communicativeapproachpaidtoomuchattentiononlanguageuseincontext.Chunkingistheunityofsyntax，semantics，pragmatics，andcontext，andistheinheritanceanddevelopmentoftra