语块与中学生基本词汇习得的关系研究

IntroductionTheauthormainlyintroducestheresearchbackgroundandpurposeofthelexicalchunksandbasicvocabularyacquisitionofmiddleschoolstudents.1.1BackgroundofResearchInChina,vocabularyacquisitioninmiddleschoolshasbecomeanimportantpartofEnglishlearning.Teachersfailtoachievethedesiredresults.Inrecentyears,facingtheshortcomingsoftraditionalEnglishvocabularyacquisitionmethods,manyscholarsandteachershavetriedtofindmoreeffectivevocabularyacquisitionmethods.Afteragreatmanyresearches,theyfoundthatwhennativespeakersspeakEnglish,therearealargenumberofthelexicalchunks.Thisnewphenomenonhasarousedgreatinterestoflinguists.Theybegantogivemanydifferentnamestothisnewlinguisticphenomenon.Inthestudyofthelexicalchunks,scholarshavefoundthereasonwhynativespeakersspeakEnglishsofluentlyisthattheyemphasizetheimportanceofthelexicalchunksandphrasesratherthanindividualwords.Therefore,thelexicalchunks’acquisitionarevitalinEnglishlearning.1.2PurposeofResearchVocabularylearningisbasicallyspontaneousandtheeffectofvocabularylearningisnotgood,whichhasbecomeabottleneckrestrictinglanguageoutputinforeignlanguagelearning.Inrecentyears,somelinguistshavemadestudiesthatshowthatEnglishlanguagecommunicationisnotrealizedonlybytheuseofwordsorfixedphrases.Ninetypercentofnaturaldiscourseisrealizedbyfixedorsemi-fixedchunkstructureswithbothsyntacticandlexicalfeaturesbetweenwordsandfixedphrases.Thesepatternedlexicalchunksareconsideredasthemostidealunitsinlanguagecommunication(杨,1993).Withtherapiddevelopmentofcorpuslinguistics,computer-assistedcorpusresearchanddiscourseanalysisfurtherrevealthephenomenonofprefabricatedchunksinlanguage.ThelatestlexicalchunkstheoryisanewwayforEnglishacquisition.Uptonow,domesticstudiesonthelexicalchunksareonthepreliminarystep.ThepurposeofthisstudyistoprovetheroleofthelexicalchunksinEnglishvocabularyacquisition,withaviewtobringingnewreferencestothestudyofthelexicalchunksandenlighteningsecondlanguagelearnersandteachers.LiteratureReviewInthispart,theauthormainlypresentsthefindingsonthelexicalchunkstheoryandvocabularyacquisitionbyformerexpertsandscholars.2.1StudiesonLexicalChunksForeignscholarsbegantostudythelexicalchunksinthe1970s.Becker(1975)wasoneofthefirstpeopletoproposetheconceptofprefabricatedchunks.Hebelievesthatspecialphrasessuchas“castdown”,“teamupwith”and“putup”shouldbenoticedinvocabularyacquisition.Pawley&Syder(1983)presentthatmanylexicalsequencesexistinEnglish.Thislexicalizedsentencefragmentconstitutestwopuzzlesinlanguageresearch.Theirexistenceisthekeytotheextractionandfluentexpressionoflinguisticcomponentsatornearthemothertonguelevel.NattingerandDeCarrico(2000)pointedoutthatprefabricatedchunksasideallanguagememoryunitsareidealunitsinlanguageteaching.Lewis(1997)holdsthatthecenteroflanguageisalexiconwhichiscomposedofdifferenttypesofthelexicalchunks.Headvocatedteachingprefabricatedchunksdirectlyinclass,whichlaidatheoreticalfoundationforthelexicalchunksteachingmethodandgraduallyarousedpeople’'sattentiontotheroleofthelexicalchunks.Atpresent,thelexicalchunksareclassifiedintothreeaspects:thedevelopmentofthelexicalchunks;thedifferencesintheacquisitionofdifferentsecondlanguagelearners;andtheteachingofthelexicalchunks(王,张,2006).Inthe1990s,domesticlinguistsandforeignlanguageteachersbegantopayattentiontothelexicalchunks,aspeciallinguisticphenomenon.YangYuchen(1999)analyzedthe“plate”characteristicsofEnglishvocabularyandpointedoutthatthelexicalchunksteachingavoidtwoextremesinforeignlanguageteaching.Twoextremesinforeignlanguageteachingmeanthatoveremphasizingthecultivationoflinguisticstructuralcompetenceandoveremphasizingtheactualcommunicationanduseoflanguage.Previousstudiesonthelexicalchunksknowledgemainlyinvolveinvestigatingstudents’masteryofthelexicalchunksknowledge,uncoveringtherelationshipbetweenthelexicalchunksandwrittenorspokenfluency,orunderliningthesignificanceofthelexicalchunkslearninginsecondlanguageacquisition(丁,戚,2005).Withthedevelopmentofthelexicalchunkstheory,thecurrentdomesticresearchonthelexicalchunksfocusesonthreeaspects:firstly,itinvolvesthedefinitionandrecognitionofthelexicalchunks.Secondly,itpaysmoreattentiontothestudyofacertaintypeofthelexicalchunks.Thirdly,itinvolvesthelexicalchunks’applicationinteaching.2.2StudiesonMiddleSchoolStudents’BasicWords’AcquisitionVocabularyacquisitionhasnotbeenvaluedinforeignlanguageteachingandresearch.Thissituationbegantochangeinthelate1980s,andfundamentalchangeshavebeenmadesincethe1990s.Thischangeismainlyexpressedinthecomprehensivedevelopmentoftheoreticalresearch.Therapiddevelopmentofforeignlanguagevocabularyteachingresearchinthepasttwodecadeshasitsownreasonsandacademicbackgroundofrelateddisciplines(卜,2009).Withinthediscipline,thefundamentalmotivationisthatscholarshaverealizedmoreandmoreclearlythatvocabularyiscrucialtothedevelopmentoflearners’languageabilityinteachingpracticeandtheoreticalresearch.Vocabularyacquisitionhasitsownrulesandcharacteristics.Vocabularyacquisitionrequirestobearrangedsystematicallyaccordingtocertainprinciples.Onlyinthiswaycanbetterresultsbeachieved.Thisisaveryimportantchangeinvocabularyacquisition,becausetheimportantpositionofvocabularyinlanguageisgraduallyrecognizedbytheacademiccommunity.Theimplementationofvocabularyacquisitionshouldfollowcertainprinciplesandmethods,anditisnecessarytoconductin-depthresearches.Inadditiontotheinternalreasons,thepowertopromoteEnglishvocabularyteachingandresearchesalsohastheinfluenceofotherdisciplines.Thetheoreticalviewpointsandparadigmsofcognitivelinguisticsbringvocabularyfromtheedgeoflinguisticsintothecentralfieldofresearch.Ofcourse,thetheoreticalfindingsofcognitivelinguisticshavegreatlydeepenedandbroadenedtheunderstandingofthestructureandnatureofvocabularybyEnglishscholars,thusbecominganimportantthrustofforeignlanguagevocabularyteachingandresearch.Inaddition,psycholinguisticsandcognitivepsychologyhavealsopromotedtheresearchanddevelopmentofEnglishvocabularyteachingandinjectednewvitalityintotheresearchofvocabularyteaching.AlotofscholarsathomeandabroadhavealreadyconductedplentyofresearchesandexperimentsonEnglishvocabularyteaching,whichuncoversthedifficultiesthatlearnersmeetintheprocessofvocabularylearning.ItisbelievedthatEnglishvocabularyacquisitionisasingleconceptualmeaninglearningandthemasteryoftheChinesecorrespondingmeaningofEnglishvocabulary,ignoringthecomplicated,activeandmulti-levelcognitiveprocessofEnglishvocabulary.Beingunawareofstudents’languagecognitiveabilityandlanguageknowledgeexperience,teachersonlyfocusmoreonexplainingtheconceptualmeaningofEnglishvocabulary,butignorethemeaningconstructioninitsuse.AlthoughstudentshavemasteredacertainnumberofvocabularyanditscorrespondingconceptualmeaningsinChinese,theseconceptualmeaningsarediscreteinthelearners'cognitivestructure,andthemeaningassociationandintegrationbetweenvocabularyarestillmissed.Intheprocessofteaching,teachersconsiderthemainideasandconcretecontentsofthetextfirstly.However,theanalysisoflexicalfeaturesandcontextofuseinthetextisstillinsufficient,isolatingtheteachingwordsfromthespecificcontextandlackingtheconstructionoflexicalsemanticnetwork.Furthermore,studentsinclinetomakelightofvocabularylearningandlackeffectivevocabularylearningstrategies.3.TheTheoryofLexicalChunksInthispart,theauthormainlyintroducesthedifferentdefinitions,classificationsandfunctionsofthelexicalchunks.3.1DefinitionsofLexicalChunksRecentstudiesbylinguistshavefoundthatEnglishlanguagecommunicationisachievednotonlythroughtheuseofwordsandfixedphrases,butalsothroughthesemi-fixed"chunk"structuresbetweenthem.Asforthesesemi-fixedchunks,linguistsathomeandabroadhavecarriedoutsuccessivestudiesontheirroleinlanguage,andgivendifferentnamesanddefinitions.Thefollowingaresomescholars’explanationsonthedefinitionoflexicalchunks:ThephrasallexiconputforwardbyBecker(1975).Hedividesthemintosixmaincategoriesinhispaper.TakinghisownexperienceoflearningRussianasanexample,hepointedouttheveracityofthephrasallexicon,andpeoplemustgetmoreinformationfromthephrasallexiconthanfromasinglevocabulary.Bolinger(1975)proposedthattherulesystemcanhelppeoplegenerateandexpressnewideasandgeneratenewformsofdiscourse,butpeopleattachtoomuchimportancetoandemphasizetheregularityoflanguage.Mostofthecommunicativecontentisforeseeableandordinarythings,sopeople’slanguageislargelyrepetitive,andnotparticularlyinnovative.Forexample,wecansay“anyoneelse”or“somethingelse”,butnot“sometimeelse”(严,2003).SpeechformulapresentedbyBolinger(1975)referstothosepolymorphicphrasesorsentencepatternsthatexistinpersonalvocabularyasseparateprefixes,whetherthroughsocialinteractionorpersonalacquisition.Thesespeechformulasarenotonlyformallyqualitativebutalsocontextual.Someoftheformalfixityisnotentirelyfixed,therearemanyplacesthatcanbechanged,accordingtotheneedsofthespeakerstofillingrammaticalvocabulary.LexicalizedsentencestemsputforwardbyPawley&Syder（1983）.Theyholdanopinionthatthousandsoflexicalizedsentencestemsarereservedinthementallexiconofnativespeakers,whichenablenativespeakerstoexpressfluentlyandauthentically.Theydefineitasaunitwhichhasthelengthofasentence,orlonger.Theybelievethatithascompletelyormostlyfixedgrammaticalformandvocabularycontent,anditsfixedcomponentsdevelopastandardlabelofconceptswhichareacceptedbyculture.LexicalphraseproposedbyNattinger&DeCarrico(2000).TheyexplainedthemeaningoflexicalphraseinLexicalPhrasesandLanguageTeachingandthoughtthatlexicalphrasewasavariablelanguagechunk,suchas:asitwere,ontheotherhand,asxwouldhaveusbelieve.Theyalsobelievethatitisamulti-wordlexicalphenomenon,whichliesbetweenthetraditionalfunctionsoflexiconandsyntax.Anditisacombinationofformandfunction.Itoccursmorefrequentlyandhasmoresemanticconstraintsthanrandomlycombinedlanguages.Inviewoftheextensivestudyofthelexicalchunksbyscholarsathomeandabroad,thelexicalchunksrefertoalinguisticstructureinwhichthefrequencyofoccurrenceoflexicalchunksisrelativelyhigh;theform,structureandmeaningarerelativelyfixed;thecontextisrelativelydefinite;andithasbothlexicalandgrammaticalfunctions.Itconsistsofseveralwords,whicharememorized,processed,reservedandextractedbyindividualsasawhole.Thelexicalchunksarecombinationsofgrammar,semanticsandcontext.3.2ClassificationsofLexicalChunksBasedonthedefinitionspresentedbyagoodmanylinguistsandscholars,anumberofdifferentclassificationmethodshavealsobeenproposed.Theclassificationsofthelexicalchunkshavebeenmadefromdifferentperspectivesbymanylinguistsandappliedlinguists.Heretheauthormainlyintroducesthefollowingtwoclassificationmethods.Nattinger&DeCarrico(2000)classifylexicalphrasesaccordingtotheirstructuralandfunctionalfeatures,whichincludefourtypes:1.Polywordsaresimilartoindividualvocabularyitemswithoutchangingphrases,suchas:inconclusion,assoonas;2.Institutionalizedexpressionsfunctionasseparateutterances,whichisequivalenttolexicalphrasesofsentencelength.Theyincludeproverbs,aphorisms,formulasforsocialinteraction,andaspeakerhasfoundtheselexicalchunksefficienttostoreasunits,suchas,howdoyoudo?notatall,that’sallright,etc;3.Phrasalconstraintsformedbycertainfixedstructuresallowchangesinthecategoryofwordsandphrases.Theycanbereplacedbythecorrespondingwordsaccordingtotheirneeds.Forexample,asfaras/Iam/sheis/heisconcerned,thesoonerthebetter/thebusierthehappieretc;4.Sentencebuildersarelexicalphraseswhichoffertheframeworktothewholesentence.Completethephrasesandclausesthatcanbechangedaccordingtothecontentofthethoughtyouwanttoexpress,forexample,IthinkthatXremindsmeofX,IamagreatbelieverinX,etc.Lewis(1997)believesthattherearefourpartsinEnglish:Poly-wordsrefertophraseswithcertainidiomaticproperties,thatis"fixedphrases"consistingofmorethanoneword,suchas:soonerorlater,ontheonehand,takeiteasy,etc;2.Collocationsrefertothosewordsthatappearfrequentlytogether.Themosttypicalcollocationsareverb-noun,adjective-nouncollocations,suchas:takeyourtime,keepacat,ashorttermstrategy,alovelygirl;3.Institutionalutterancesarecombinationsofwordswithfixedorsemi-fixedpragmaticfunctions.Theycanbecompletesentences,forexample:there'sacallforyou,Igotit.Theycanalsobesentenceheads,forexample:Itisbelievedthat...4.Sentenceframesandheadsaresimilartothethirdcategory,whosedifferencefromthefourthcategoryisthatthefourthoneonlyisappliedinwrittenwords,suchas:firstofall...andlastbutnotleast.3.3FunctionsofLexicalChunksItisofgreatsignificancetodividethefunctionsofthelexicalchunks,whichshowsthemeaningofthelexicalchunksinEnglishteachingandlearning.RosamundMoon(1998)dividesthefunctionsoflexicalchunksintofivecategoriesinaccordancewiththeireffectsonthecontentandstructureofatext:1.Informationfunctionmeansthatthelexicalchunksmaydefinetopicsandconveyinformation,suchas:inconclusion,byair,touristattractions.2.Evaluationfunctionrevealsthatthelexicalchunksexpressthespeaker’scommentsandattitudes,suchas:It'sanillwind,apainintheneck.3.Situationalfunctionisrelevanttothespecificlanguageenvironmentandsomecontextualresponses,suchas:Excuseme!Solong!4.Educationalfunctionmeansthatthelexicalchunksimplysuggestions,correctvalues,requirementsandsoon.Forexample:YouknowwhatImean.5.Organizationalfunctionmeansthatthelexicalchunkscouldorganizetopicsanddiscoursestructures,suchasbytheway,ontheonehand,forinstance.Researchesonthelexicalchunksmanifestthatmostofnativespeakersactuallyapplythelexicalchunks.Teachersandstudentsbenefitalotbydividingthelanguageintothelexicalchunks.Inaword,itissignificantforteacherstohelplearnerslearnlanguagethroughthewayofthelexicalchunks.4.MiddleSchoolStudents’BasicWords’AcquisitionInthispart,theauthorexpoundsthemeaningofvocabularyandtheexistingproblemsinvocabularyacquisition.4.1TheMeaningofWords’Acquisition1.Thelifelongnatureofvocabularyacquisition.Studiesonvocabularyandvocabularyacquisitionhaveshownthatnativespeakersofalanguagecontinuetoextendtheirvocabularyasadults,butthedevelopmentofsyntacticaspectsinadulthoodissmall.Therefore,vocabularylearningisacontinuousprocess(束,庄,1996).2.Languageconsistsofgrammaticalizedwords.Languageistraditionallydividedintogrammarandvocabulary.Inrecentyears,thisanalysishasbeenchallengedandisconsideredtobeseriouslymisleadingfrombothintermsoflanguageandteaching.Languageconsistsofgrammaticalizedwords,notlexicalizedgrammar.Grammarservesvocabulary(Widdowson,1993).3.Vocabularyisveryimportantinlanguagecompetence.Thesizeofvocabularydirectlyaffectsfourbasiclanguageabilities,thatislistening,speaking,readingandwritingabilities.VocabularyacquisitionpromotetheimprovementofEnglishproficiency.4.2ProblemsinMiddleSchoolStudents’Basic’AcquisitionItisofgreatsignificanceformiddleschoolstudentstoimprovetheirvocabularyabilityandremembervocabulary.However,itisadifficulttaskformostofmiddleschoolstudentstomastervocabulary.Thetraditionalmethodofrecitingvocabularyseemsverydifficultandboring.Asthelanguageleveloflearnersincreases,theimportanceofvocabularyacquisitionwillbecomemoreandmoreprominent.Howtoeffectivelylearnvocabularyhasalwaysbeenveryurgentinforeignlanguagesituations,becausetheinputofthetargetlanguageisverylimited,andreadingbecomesthemainsourceofinformationtodealwithnewwords.Thedifficultiesinvocabularyacquisitionaresummarizedasfollows:firstly,studentsdonothaveEnglishculturalbackground,sotheycannotunderstandtheexactmeaningofwordsinthearticle.Secondly,theydonotapplythewordstheyhavelearnedtoexpressthemselves.Thirdly,theyhavenoeffectivewaysorstrategiestomemorizewords.5.TheRelationshipbetweentheLexicalChunksandMiddleSchoolStudents’BasicWords’AcquisitionTheauthorelaboratesontheapplicationofthelexicalchunkstheoryinvocabularyacquisition,therelationshipbetweenthetwoanditsenlightenment.5.1ApplicationofLexicalChunksinMiddleSchoolStudents’BasicWords’AcquisitionVocabularyacquisitionisasystematicprocess.Theapplicationofthelexicalchunksinmiddleschoolstudents’basicvocabularyacquisitionisreflectedinthefollowingaspects:Firstly,identifythelexicalchunks,suchas:astheresultof,comeupwith,ashort-termstrategy,earnone’sliving,facetofaceandsoon.Exercise:identifythelexicalchunksinthefollowingpassage.Contrarytotheopponents,asforthedemeritofonlineeducation,Ipresumethatlackofteacher-studentinteractionexertsnomajorimpactonstudy.Lackdoesnotmean“no”.Inmyview,withthefurtherdevelopmentoftheInternetandmobileclients,onlineeducationwillbecomemorepopular,withoutquestion.Secondly,comprehendandmasterthesignificanceofthelexicalchunksindiscourseorganization,forexample:cohesion.Vocabularyacquisitiondonotstayatthesentencelevel.Communication-orientedvocabularyacquisitiononlybeexaminedinalargerlinguisticcontext.Exercise:fillintheblanks.Theinfluenceofonlineeducationontraditionalteachingmethodissohugethatcollegestudydoesnotkeepfixedforuniversities,andstudents.____,someuniversities,suchastheUniversityofWashington,arefence-sitters.Theydeemthatonlineeducationstandsachanceofprovidingamoreefficientlearningstyleforself-directedlearnersonthepositiveside,butitmightfailtoachievethesameeffectofintellectualcommunity.____somestudentsheappraiseonitsconvenience,flexibility,andindependence,otherspointoutthatonlineeducationisabsentofteacher-studentinteraction,anindispensablepartofthelearningprocess.Thirdly,understandtherelationshipbetweenchoicesofthelexicalchunksandregister.Registerisusedtodescribetherelationshipbetweenimmediatesituationalcontextandlanguageofdiscourseformation.Differentobjects,purposes,occasions,mediaandeventopicsbringaboutchangesinlanguage.Exercise:herearesomesentencesfromjumbledletters.Onekindiswritingtoahotel,andtheothertoafriend.Workinpairs.Decidewhichsentencesgowithwhichletter.I’mwritingtoaskyouafavour.Idon’tmindwhereyouputme.I’llsleepanywhere!Writesoonandletmeknow.I’mcomingdowntoLondonattheendofthemonthtogotoaconference.CouldIhaveabitetoeatwhenIarrive?CouldIpossiblyhavearoomattheback,asIfindfrontroomsrathernoisy?Couldyouputmeupforafewdays?Ilookforwardtoyourreply.It’sthe22nd-24thJanuary.Fourthly,cultivatetheabilityofmiddleschoolstudentstoguessthelexicalchunks.Usethefollowingstepstoguidestudentstoguessthemeaningofachunk:thefirststepistojudgethecomponentsofachunkinasentence.Thesecondistonoticetheclausesorsentencesthatappearinthelexicalchunk.Thethirdistoobservetherelationshipbetweentheclauseorsentenceandothersentencesorparagraphs.Thefourthistousethestepsabovetoguessthemeaning.Thelastistocheckwhethertheguessiscorrect.Exercise:guessthemeaningsoftheunderlinedlexicalchunksinthefollowingpassage.Ratherthanbeingrestrictedinclassrooms,learnerscansignupforanycoursetheyareinterestedinaslongastheyhavetheaccesstotheInternet.Besides,learnerscantaketheonlinecoursesrepeatedlyincasetheyfeelperplexed.Amoreimportantfactisthatonlineeducationisasdemandingastraditionaleducation.Ontopoftheteachingsessions,thelectureralsoassignshomework,whichisneverlessthanthatassignedinclassrooms.variousquizzesandexamsaretakenregularlytoaccesswhetherlearnersseizetheknowledgetaught.5.2ResultsofLexicalChunksAppliedinMiddleSchoolStudents’BasicWords’AcquisitionIntheprocessofEnglishvocabularyacquisition,middleschoolstudentsoftenhavethefollowingproblems:smallvocabulary,inappropriatechoiceofwords,inappropriatecollocationofwords,indiscriminateuseofwordsandsoon.Expandeffectivelyvocabularyisanurgentproblemformiddleschoolstudents.ApplyingtheresultsofthelexicalchunkstheorytovocabularyacquisitionhelpstoovercomethenegativeimpactofnegativetransferofChineseonvocabularyacquisitionandgreatlyimprovestheefficiencyofEnglishvocabularyacquisition.Specifically,theinfluenceofthelexicalchunkstheoryonEnglishvocabularyacquisitionissummarizedintothefollowingaspects:ThelexicalchunkshelptomemorizeEnglishvocabulary.Firstly,becausethelexicalchunksconsistofmanywords,sometimeseventhewholesentences,thenumberofwordsthatarerememberedatonetimeisgreatlyincreased.Secondly,becausethemeaningofthelexicalchunksisplacedinaspecificcontext,itisbettertorememberthelexicalchunksincontextthantomemorizewordsseparatelyfromthecontext.Thirdly,duetothedoublerestrictionsofgrammaticalstructureandsemanticcollocationbetweentheconstituentsofthelexicalchunks,theyareusedfreelyfromthememorybank.Fourthly,althoughtheinternalstructureofthelexicalchunkscanbechangedaccordingtotheneeds,thechangesinthelexicalchunksarefollowedbyrulesandareverylimited.ThelexicalchunkshelptoselectthecorrectchoiceofEnglishvocabulary.Firstly,mostofthelexicalchunksarelanguageunitsgeneratedinaccordancewithcertaingrammaticalrules.Therefore,theuseofthelexicalchunksasbasicunitsdoesnotrequireconsciousattentiontothegrammaticalstructurewhenmemorizingandusingthelexicalchunks.Itensuresthecorrectnessoflanguageuseandactivelypreventstheinterferenceofnativelanguage,thusavoidinglanguageerrors.Secondly,inthelanguagesystem,peoplemakealotofvocabularychoices,andonlysomeofthemarerecognizedbypeople.Theabilitytomasteralargenumberofthelexicalchunkshelptoachievenativespeakers’abilityofselectingwords.Thirdly,eachlexicalchunkhasapragmaticfunction,andthelexicalchunksthatrepresentthesamefunctionarestoredinthebrain.Inthisway,thelexicalchunksenablestudentstoacquirecertainpragmaticcompetenceandthespeakertousewordsappropriately,thusimprovingtheappropriatenessofcommunication.ThelexicalchunkslearningissuitableforthelearninghabitsofChinesestudents.ChinesestudentsareinfluencedbythetraditionalwayoflearningChinese,sotheyaremoreaccustomedtorecitingtexts.Therefore,intheformofthelexicalchunks,memorizeandrecitealotofcorpus,andthenreachthestageofusing,masteringandcreatingthem.ThismethodconformstothecharacteristicsofChinesestudents’learning.Thelexicalchunkslearningisconducivetobuildingupstudents’self-confidence.TherichnessandflexibilityofbasicEnglishvocabularymakemoststudentsatalosswhentheyareconfrontedwithcomplicatedlanguagephenomenon.Poormemoryofwordsandpoorvocabularyinwritingwillgreatlyfrustratelearningenthusiasm.However,aslongasstudentshaveasenseoflearningthelexicalchunksandmemorizethem,theycanusethemwithcertainpragmaticfunctionsindifferentcommunicativecontexts.Therefore,studentshavemoreenthusiasmwhentheylearnEnglish,thuscreatingavirtuouscircle.5.3ImplicationsofLexicalChunksAppliedinMiddleSchoolStudents’BasicWords’AcquisitionThecultivationandimprovementofthelexicalchunksawarenessarethepreconditionformiddleschoolstudentstounderstand,discoverandmemorizethelexicalchunksandfinallyachieveproficientuseofthelexicalchunks.Englishteachershelpmiddleschoolstudentstrulyunderstandthecharacteristicsandconnotationsofthelexicalchunks,sothattheycanknowthatthelexicalchunksexistinalargenumberofEnglishlanguages.TeachersmakemiddleschoolstudentsrealizethattheacquisitionandmasteryofthelexicalchunksareveryimportantlinkswhenmiddleschoolstudentsarelearningEnglish.Therefore,middleschoolstudents’initiativecanbebroughtintofullplay.Besides,italsocultivatemiddleschoolstudents’abilityofindependentlyfindingthelexicalchunks.Ultimately,thegoalofproficiencyinusingthelexicalchunksisachieved,thuspromotinglanguagelearning.Middleschoolstudentsactivelycontactandacquirelexicalchunksthroughvariousways,suchasreadingEnglishnewspapersandEnglishnovels.Middleschoolstudentsalsoincreasechunksinputthroughonlinelearning,whichhelpthemachievethepurposeofmasteringchunksskillfullyandusingchunkstoimprovetheirEnglishproficiency.6.ConclusionInsummary,thefluencyandauthenticityofmiddleschoolstudents’useoflanguagedonotdependongrammarrulesorthenumberofisolatedwords,butonthenumberofthe