Dissertation > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English

The chunks teaching vocabulary teaching in the Oxford Junior English 7A \

Author PanWeiHong
Tutor ZhuShanPing
School Nanjing Normal University
Course Subject Teaching
Keywords lexical teaching vocabulary teaching the lexical chunks practicing lexical classification
CLC G633.41
Type Master's thesis
Year 2011
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Without a good command of vocabulary language, learners can’t improve any of the skills including listening, speaking, reading, writing and translating to a great extent. Vocabulary is central to language and of critical importance to the language learners. Vocabulary teaching is now attracting more and more attention. However, the cramming way in junior schools’English vocabulary teaching makes it difficult for the students to learn vocabulary efficiently. How to help them to memorize, understand, search as well as to use words is a very important topic. Recently, theories of lexical approach have been adopted as a new pedagogical perspective into researches of language teaching. The roles of lexical chunk instruction on English teaching have gained linguists’and language teaching experts’ attention. Lexical chunks existed large quantities of fixed or semi-fixed expressions that have features of syntax in English natural speech. They can be stored, recalled and used automatically as wholes. They are ideal units of language processing. Lexical approach helps accelerate the speed of language processing, facilitate the L2 acquisition and develop learners’language output. It is based on the idea that an important part of language acquisition is the ability to comprehend and produce lexical phrases as unanalyzed wholes, or chunk, and these chunks become the raw data by which learners perceive phrases of language, traditionally thought as grammar. But most of the studies on lexical instruction remain on the level of theoretical discussion and more pratical problems are to be explored.By means of the lexical chunk experiment on two classes of Grade 7 in Nanjing NO.39 Middle School. This thesis aims to explore the effect of lexical chunk instruction in improving students’English vocabulary abilities in Junior school and its implication on English teaching. By following cognitive rules, vocabulary learning strategies and theories of vocabulary teaching, the author designed a series of activities to guide students to identify, store and use the lexical chunks in order to improve the abilities of students to learn vocabulary and improve their acadenic performance. The thesis describes the origin of the study and the background of the research, it also described the theoretical basis, and the domestic and international current research status of chunks teaching, it introduced the procedure of the experiment. Finally, it reached the following conclusions by careful analysis of students’ test scores, questionnaire and interview records:1) Students accepted lexical teaching approach and it is effective.2) The students’ vocabulary learning concepts and vocabulary learning strategies have improved.3) The lexical chunk training can improve the students’ ability to use vocabulary properly.4) The students’ comprehensive abilities to use a certain vocabulary have been improved.

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