語塊理論在小學(xué)英語詞匯教學(xué)中的應(yīng)用現(xiàn)狀與策略研究

語塊理論在小學(xué)英語詞匯教學(xué)中的應(yīng)用現(xiàn)狀與策略研究ApplicationSituationandStrategyofLanguageBlockTheoryinPrimarySchoolEnglishWordTeachingAbstract:AccordingtotheNationalEnglishCurriculumStandards,thegoalofprimaryEnglishteachingistodevelopstudents’comprehensiveEnglishlanguageability,whichincludeslanguageknowledge,languageskills,culturalawareness,learningstrategyandemotionalattitudes.Vocabularylearningandaccumulation,asanimportantprerequisiteandfoundationforimprovingstudents'fourlanguageskillsoflistening,speaking,readingandwriting,playsasignificantroleinprimarystudents'Englishlearning.However,therestillexistsomeproblemsinprimaryEnglishvocabularyteaching,suchasstudentshavinggreatdifficultyinmemorizingvocabularyandfailingtousevocabularyflexiblyandaccurately,andsoon.ChunkTheoryisakindoflanguagetheorywhichmainlystudiesthedefinition,classification,characteristics,teachingadvantagesandteachingpracticeofchunk.Itbringsnewideastovocabularyteachingandplaysavitalroleinsolvingtheproblemsofstudents'vocabularyunderstanding,memoryandapplication.Therefore,thisthesisintendstoidentifytheproblemsincurrentprimaryEnglishvocabularyteachingthroughtheinterviewmethod,andthentriestoprovidesomesolutiontotheproblemsbyapplyingChunkTheory,intheprimaryEnglishvocabularyteaching,soasprovidesomereferenceforthefutureprimaryEnglishvocabularyteachingpractice.Keywords:ChunkTheory;primaryEnglishvocabularyteaching;applicationstrategies

1、IntroductionAccordingtotheNationalEnglishCurriculumStandards,thegoalofprimaryEnglishteachingistodevelopstudents’comprehensiveEnglishlanguageability,whichincludeslanguageknowledge,languageskills,culturalawareness,learningstrategyandemotionalattitudes.Asoneofthethreeelementsoflanguage,vocabularyteachingplaysanirreplaceableroleinimprovingstudents'comprehensiveabilityoflistening,speaking,readingandwriting.LinguistWilkins(1972)oncestressed:withoutgrammar,peoplecan'ttransmitalotofinformation;withoutvocabulary,peoplecan'ttransmitanyinformation.Thus,theimportanceofvocabularylearninginlanguagelearningcanbeseenobviously.Vocabularylearningandaccumulation,asanimportantprerequisiteandfoundationforimprovingstudents'fourlanguageskillsoflistening,speaking,readingandwriting,playsasignificantroleinprimarystudents'Englishlearning.However,therestillexistsomeproblemsinprimaryEnglishvocabularyteaching.Wordsareusuallytaughtandexplainedinisolation,orinotherwords,outofcontext.Whenteachingorlearningvocabulary,bothteachersandstudentsusuallypaymuchattentiontothesound,formandmeaningofvocabulary,whileignoringhowtousevocabularyincontext.Consequently,manyprimarystudentslearnandstorevocabularyandgrammarinisolation,andignoretherelationshipbetweenthem,andtopaylittleattentiontotheuseofvocabulary.Thus,studentslacktheaccurateunderstandingofthemeaningofwords,havedifficultyinmemorizingvocabulary,andfailtoapplyvocabularyflexiblyandaccurately.2、LiteratureReviewWiththeincreasingattentiontotheroleofchunksinSLA,theimportanceofchunkshasbeenwidelyrecognizedinacademiccircles.Manylanguageresearchersathomeandabroadhavedoneagreatamountofresearchandexplorationonchunksfromdifferentangles.Thischaptermainlyreviewstheresearchonchunksfromtwolevels:researchonchunksatabroadandresearchonchunksathome.2.1ResearchonchunksabroadTheresearchonchunksabroadcanbetracedbackto150yearsago(WangLifei,ChenXianglan,2009:90).Asamatteroffact,theconceptofchunksoriginatedfromanAmericanpsychologist,GeorgeA.Miller,whofirstproposedtheconceptofchunksinmemoryin1956.Andthen,theconceptofchunkswasquotedbylinguiststothefieldoflanguage(JiangYuhong,2008:87;DongLiyun,2010:17).Inthefollowingdecades,foreignlanguageresearchershaveconductedplentyofresearchandexperimentsonchunks,andhaveachievedcomparativelyfruitfulresults.Basedontheliteraturereviewofthestudiesofchunksabroad,theauthorfindsthatthestudiesofchunksabroadmainlyfocusonthefollowingthreeaspects:a)thedevelopmentofchunks;b)theacquisitiondifferencesofchunks;c)TheapplicationofChunkTheoryinEnglishteaching.a)ThedevelopmentofchunksThedevelopmentofchunkshasalwaysbeenoneofthekeytopicsinthefieldofSLA.Perera(2001)studiedtheuseofchunksinEnglishlearningamongfourchildren.Theresultsshowthatchunksexertacrucialpartintheinitialstageofsecondlanguageacquisitionandarethebasisofcreativeuseoflanguage.Ellis(2002:190)pointedoutthatasfarasforeignlanguagelearnersareconcerned,"idiomaticexpressionsarenotprominentattheinitialstage,nordisappearatthelateracquisitionstage."Anotherimportantfindingofchunkresearchisthatforeignlanguagelearnerswillavoidusingchunkswhentheyfindtheirownweaknessesinusingchunks.b)DifferencesinchunkacquisitionWhethertherearedifferencesinchunklearningamongdifferentforeignlanguagelearnersisanotherfocusofSLAresearch.Wiktorsson(2003)conductedastudyontheuseofchunksinSwedishsecondlanguagelearners'limitedtimewriting.TheresultsshowedthatsecondlanguagelearnersfromSwedishtendtousemorechunksintheirwritingthannativespeakers,butthechunkstheyusearemorecolloquial,lessauthenticandmostlyinformal.Inaddition,shealsofoundthatthehigherthelevelofEnglishlearning,themorechunksareused,andviceversa;theerrorsinchunkusemainlylieintheerrorsinstyleuse;chunkismoreaffectedbythemothertongue.Bradley(2003)collectedandanalyzedthedataofsevenAmericanstudentsandsevenGermanstudentsinanauthoritativeoralGermantest.HefoundthatAmericanstudentsusemorenonfillerchunkssuchasvocabulary,grammaticalstructureandlexicalcomplements,andtheyalsousemorekindsofchunks.Therefore,thestudysuggeststhattheuseofchunkscanhelpAmericanstudentstorespondinadifficultlanguageenvironmentandmakethemfeelbetteratforeignlanguages.c)TheapplicationofChunkTheoryinEnglishteachingAschunkscaneffectivelyimprovelanguageproficiency,thefieldofSLAandthefieldofEnglishteachinghavebeguntopayattentiontotheteachingofchunks.Lewis,astherepresentativeoftheexperts,wasthefirsttoadvocatethedirectapplicationofChunkTheoryinteaching.Hsu(2002)tooknineTaiwanesecollegestudentsastheresearchobject,andfurtherstudiedthecorrelationbetweentheuseofchunksandthelanguagefluencyandcollocationproficiencyoflearners.Throughtheresearch,hefoundthatthereisanobviouspositivecorrelationbetweentheuseofchunksandlearners'foreignlanguageproficiency,andtheuseofchunksisinfluencedbymanyfactors,suchaspersonallearningexperience,learningmotivation,differencesbetweenmothertongueandforeignlanguage,etc.2.2ResearchonchunksathomeComparedwithforeigncountries,theresearchonchunksathomestartedattheendof1990s.However,inthepastdecade,theresearchonchunksathomehasdevelopedrapidlyandachievedfruitfulresults.Inthispaper,CNKIisusedasthesearchenginetosearch.Accordingtothesearchresults:before2000(including2000),therewereonlyafewarticlesontheresearchofchunks;theresearchwithaslightlylargerscaleshouldstartfrom2001,andfrom2001to2010,thenumberofarticlesontheresearchofchunkshasinitiallyformedascale,andtheoverallgrowthtrendindicatesthatchunkresearchinChinaisinthedevelopmentstage;from2011tonow,thenumberoftheresearchofchunkshasincreasedrapidly,andpeakedin2013.Comparedwiththepreviousstudies,theresearchesonchunksinthisperiodhavechangedalotinresearchcontents,researchmethodsandresearchperspectives,showingadynamicpictureofmultilatitudeandmultiperspectiveoftheresearchesonchunks.Throughcomprehensivelyanalyzingtheresearchliteratureonchunksathome,itcanbeseenthattheresearchcontentsofchunksathomearequiteextensive,whichmainlyincludesthefollowingsixcategories:a)Astudyofchunksbasedonthecognitivelevel.Withthefurtherstudyofchunks,researchersgraduallyturntheirattentionfromtheoutputofchunkstolearners'psychologicalcognitionandprocessingofchunks.Forawhile,thiskindofresearchhasbecomeahottopic.DifferentscholarsinChinahavestudiedthepsychologicalcognitionandprocessingprocessofchunksfromdifferentaspects:ChenWanhui(2008)hasdiscussedthepsychologicalrealityofchunkfromatheoreticalpointofview.Hebelievesthatlearnerscanstoreandusechunksasawhole;XuFang(2010)inhiscasestudy,basedonthetheoryofsoundthinking,usedtheretrospectiveinterviewmethodtostudythecharacteristicsofthinkingofEnglishMajorsinwriting.GuoXianping(2011)analyzedthereasonswhycollegestudentspayattentiontochunksinreadingandextractchunksintranslation,andfoundthatthereisasignificantcorrelationbetweenlearners'Englishlevelandchunkuseability.b)Researchonthepositivecorrelationbetweenchunksandlanguagelevels.AnempiricalstudyconductedbyDingYanrenandQiYan(2005)onchunkstoimprovelearners'communicativefluencyandidiomaticwordselection.Theresultsshowthat:comparedwithgrammar,thereisastrongcorrelationbetweenstudents'abilitytousechunksandtheiroralandwritingscores.YuanPingandGuoFenrong(2010)analyzedthespokenlanguagedataof12sophomoresmajoringinEnglish,andfoundthattherewasastrongcorrelationbetweenthenumberofchunksandtheaccuracyofthelanguage.c)Asurveyofthecharacteristicsofchunkusebysecondlanguagelearners.ThepurposeofthiskindofresearchfocusesonexploringwhethertheuseofchunkscanimproveL2learners'writing,speaking,andinterpretingabilities.MaoChengyi(2008)investigatedlanguagelearners’useofchunksinthetestenvironment.Theresultsclearindicatedthat:thenumberofchunksusedbylearnersissmallandsingle;learnerswithlowtestscoresusechunksmorefrequentlythanthosewithhightestscores;thefrequencyofchunkusewillaffectthefluencyofconversationtoacertainextent.WangWenyuandHuangYan(2013)pointedoutthatthestudentswhousedmorechunksgothigherscoresininterpretingbyexaminingtherelationshipbetweentheuseofchunkandthequalityofinterpretingoutput.d)Corpusbasedchunkresearch.Withtherapiddevelopmentofcorpuslinguistics,scholarsadoptanewtheoreticalperspectiveandresearchideastoresearchchunks.WanglifeiandQianJuan(2009)didtheresearchonchunksusedbyEnglishlearnersintheirspeechesthroughcorpus.ShiZhiliang(2012)alsodiscussedtheteachingmodeofCollegeEnglishfromtheperspectiveofcorpus,andfinallycametotheconclusionthattheteachingmodeofCollegeEnglishbasedoncorpuscontributestocultivatingstudents'autonomouslearningabilityandcriticalthinking,effectivelyimprovestudents'languageability,andhasstrongfeasibilityandpopularization.Theabovescholarsapplycorpustoforeignlanguageteachingandexploreanewteachingmode,whichbringssomeenlightenmenttothefutureforeignlanguageteaching.e)Astudyofchunkreview.Researchershavereviewedchunkstudiesfromdifferentperspectives.Forexample,WangXiaomeiandYangYajun(2012)summarizedthelatestachievementsinthestudyofprefabricatedchunktheoryathomeandabroad,andthenanalyzedtheessentialcharacteristicsofprefabricatedchunktheoryfromtheperspectivesoflinguistics,psycholinguisticsandcorpus.WangLifeiandZhangDafeng(2006)reviewedthestudiesofchunksabroad.DuanShiping(2006)madeacommentonthestudyofL2chunkteachinginChina.2.3SummaryInthepast30years,theresearchonchunkshasmaderemarkableachievementsintheaspectsofcorpuschunkresearchandchunkteachingpractice,andsoon,buttherearestillsomedrawbacks.Firstly,theproblemofchunk’sdefinition:therearetwoaspectsofchunkdefinition:a)Theuseofterms:basedondifferentresearchbackground,researchpurposesandresearchmethods,differentlanguagescholarshavecreatedandusedmorethan50differenttermstodescribethestructure"chunk",suchas"chunk","lexicalchunk","prefabricatedchunk","programminglanguage",andsoon.b)Thedefinitionofchunk:differentresearchperspectiveswillleadtodifferentterms,differentterms,anddifferentdescriptionsofchunkdefinitions.Secondly,theproblemofchunk’sclassification:differentresearchersclassifychunksindifferentways,whichleadstothelackoftheoreticalsupport.Next,theproblemofthestudyofchunkusagefeatures:theresearchofchunkusagefeaturesmainlyfocusesonoralandwriting,andmainlyfocusesongeneralstyle,whichisseriouslyinadequateinacademicorprofessionaltexts.Finally,theproblemofunevenlydistributedresearchonEnglishteachingbasedonChunkTheory.AlthoughalotoflanguageresearchershavestudiedEnglishteachingbasedonChunkTheory,mostofthemfocusonCollegeEnglishteachingandmiddleschoolEnglishteachingbasedonChunkTheory.However,thereislessresearchonprimaryEnglishteaching,especiallyinprimaryEnglishvocabularyteachingbasedonChunkTheory.What’smore,mostofthesestudiesmentionedtheadvantages,modelsandStrategiesofChunkTheoryinprimaryEnglishvocabularyteaching,andalsoanalyzedtheproblemsexistinginprimaryEnglishvocabularyteaching,buttheiranalysiswasnotspecificandin-depth,whichmeansthattherearestillsomegapsanddeficienciesinthestudyoftheprimaryEnglishvocabularyteachingbasedonChunkTheory.Therefore,thisthesis,guidedbyChunkTheoryandusingtheinterviewmethod,willtakeprimaryEnglishvocabularyteachingbasedonChunkTheoryastheresearchobject,aimingtoexploretheapplicationstrategiesofChunkTheoryinprimaryEnglishvocabularyteaching,andprovidethenewreferenceforprimaryEnglishvocabularyteaching.ItishopedthatthisstudywilltakeanactiveroleinthestudyofChunkTheoryandcallonscholarsinrelatedfieldstodomoreresearchinordertosolvetheproblemsexistinginthestudyofChunkTheory.3、ThecurrentsituationandproblemsinprimaryEnglishvocabularyteachingInordertohaveabetterunderstandingofthecurrentsituationandproblemsofprimaryEnglishvocabularyteaching,theauthorinterviewed12primaryEnglishteachers,including5teacherswhohavebeeninfront-lineteachingpostsformorethan10years,6teacherswhohavebeeninfront-lineteachingpostsformorethan10years,1teacherwhohasbeeninfront-lineteachingpostsforlessthan3years,and1teacherwhohasagraduate,undergraduateandjuniordegreecollege,whichisveryrepresentative.Theinterviewwasconductedinthesparetimeoftheteacher,whichwasabout15minutesandincludedthreemainquestions:a)Whatdoyouthinkoftheimportanceofvocabularyteaching?b)Howdoyouexplainwordsinvocabularyclass?c)WhatdoyouthinkarethemainproblemsinprimaryEnglishvocabularyteaching?Fromtheaboveinterviewresults,itcanbeseenthatallofthe12primaryEnglishteachersinterviewedareconsciousoftheimportanceofvocabularyteachingandtheyalsothinkthatvocabularyteachingisveryimportant;66%ofprimaryEnglishteachersstillteachandexplainvocabularyinisolation;forthethirdquestion,thevastmajorityofteachersthinkthattherearethreemainproblemsinprimaryEnglishvocabularyteachingatpresent:theproblemofvocabularycomprehension,vocabularymemoryandvocabularyapplication.Inviewofthesethreeproblems,theauthormakesthefollowingin-depthanalysis:3.1StudentslackinginaccurateunderstandingofwordmeaningTheproblemofstudents'vocabularyunderstandingisthattheylacktheaccurateunderstandingofthemeaningofwords.InEnglishlearning,themeaningofawordistotallydifferentindifferentcontexts.Thepolysemyofawordisveryobvious.Forexample,studentsonlyknowtheword,“have”,means“toown,holdorpossesssomething”.Butinbook5ofPEP,ithasmanymeanings:whatdoyouhaveonMondays?Whatdoyouhaveforlunchtoday?Here,theword,“have”,means“toperformaparticularaction”.Ihavetodomyhomework.Here,theword"have"isusedwith"to"toformaphrase“haveto”,whichmeans"must".Fromtheperspectiveofusingvocabulary,wordscanachievecommunicativefunctiononlybyformingsentencesorconnectingwords.ThepolysemyofawordisquiteprominentinEnglish.Todeterminethemeaninganduseofaword,itisnecessarytohaveaspecificsituationandcontext,sostudentscanunderstandthemeaningofawordandmasteritsusageonlyinsentences.SoitisverydifficultforthepupilswhohavejustlearnedEnglishtofullyunderstandthesemeanings.Therearetwomainreasonsforthisproblem:first,teachersteachwordsinisolationfromtheactuallanguagesituation.;second,juniormiddleschoolstudents'thinkingmodeissingleandtheirthinkingabilityhasnotreachedacertaindegree,whichmakesstudentsoftenunderstandtheone-sidedmeaningofwordsinthelearningprocess,notthemeaningofwordsindifferentsituationsaccordingtothesituationsoftheconversion,andleadstothestudents'barriersinvocabularyunderstanding.3.2StudentshavinggreatdifficultyinmemorizingvocabularyTheproblemofstudents'vocabularymemoryisthatalthoughtheyspendmuchtimeandenergyonmemorizingwords,theeffectofvocabularymemoryisnotgoodandthespeedofforgettingisfast.Atpresent,theproblemsofpupils'memoryofEnglishwordsareasfollows:a)Rotememorization:Studentsusemechanicalmemorymethodinwordmemory.Althoughtheycanspellandwritewordsaccurately,theydarenotspeakwords.Inthelongrun,theywillloseconfidenceinlearningandappeardumbEnglish.b)Difficultyinmemorizing:WhenstudentsmemorizeEnglishwords,theyrelytoomuchonshort-termmemory.Thespeedofforgettingisveryfast.Thewordstheyjustrecitewillbeforgotteninafewminutes.BecauseEnglishwordsthemselvesarepresentedtostudentsinisolatedandsingleforms,andteachersoftenhabituallytakewordsoutofcontextandteachandexplaintheminisolation,whichdoesmakethemlearnandrememberwordsinisolationaswell.Althoughstudentsfocustoomuchattentiononthememoryofvocabulary,andmemorizevocabularyrepeatedlyandmechanicallyeveryday,thiswayofmemorizingvocabularynotonlycanincreasetheamountofwordsmemorizedbystudents,butalsoincreasethepsychologicalburdenofstudentsonvocabularymemory,whichleadtopooreffectofvocabularymemoryandfastforgettingandothervocabularymemoryproblems.3.3StudentsfailingtousevocabularyflexiblyandaccuratelyTheproblemofstudentsintheuseofvocabularyisthatstudentsfailtousevocabularyflexiblyandaccurately.Thereasonisthatinvocabularyteaching,teachersoftenfocusmuchattentionontheteachingofsound,formandmeaningofwords,butattachlittleimportancetothecultivationofstudents'abilitytousevocabulary.Inordertobetterletstudentsmemorizeandspellwords,manyteachersarecommittedtotheresearchofphonicnaturalspelling,andeventhewholeclassisusedtoteachandreadwords;inordertoconsolidatewords,eachwordalsorequiresstudentstocopyseveraltimes.Studentsrecitemanywordswithalltheirabilities,buttheydon'tknowhowtousethem.Theresultisespeciallyreflectedintheuseofvocabularyinthetext,whichleadstothepoorabilityoflanguagelearninganduse.Inaword,thekeytovocabularylearningistoacquiretheabilityoflanguageuse.Thelearningactivitiesofvocabularyshouldbecarriedoutinthreelevels:sound,form,meaninganduseofvocabulary,andshouldaimatthecomprehensiveuseoflanguage.Chunkistheunityofgrammar,semantic,pragmaticsandcontext,whichcaneffectivelycombinewordsandgrammar,inordertobettersolvetheproblemsofvocabularyacquisition,storage,memoryandcontext.Therefore,itisindispensabletoadoptchunkteachingmethodinprimaryEnglishvocabularyteaching.4、ChunktheoryChunktheoryisakindoflinguistictheorythattakeschunkastheresearchobject,andstudiesitsdefinition,classification,characteristics,theoreticalbasis,advantagesofteachingandteachingpractice,andsoon.4.1ThedefinitionofchunkWiththeriseanddevelopmentofcorpuslanguage,languageresearchershavefoundthatthereisagreatdealoffixedorsemifixedlanguagestructuresbetweenvocabularyandgrammar.Thiskindoflanguagestructurehascertainstabilityandconventionality,whichisusuallystoredandusedasawhole.Differentscholarsusedifferenttermstodescribethislanguagestructure.Themaintermsusedabroadareprefabricatedphrase,lexicalizedsentencesteps,formulaandsoon.TheresearchonchunkinChinaalsousesdifferentterms,suchas"languagechunk","chunking","lexicalchunk","programlanguage","prefabricatedchunk",etc.Itisnothardtoseethatthesetermshaveconceptualdifferences:somefocusonphraselevel,somefocusonsentenceframework,somefocusontheprefabricationofstructure.Thisthesiswilladoptthetermof"chunk",whichisacceptedbymostscholarsinthefieldofchunkresearchathome.4.2TheclassificationofchunksSincetheriseofChunkTheory,numerousresearchershaveclassifiedchunksfromdifferentperspectives.Andtherearetworepresentativecategories:4.2.1Lewis’sclassificationofchunksAccordingtothesemanticconnectionandsyntacticfunctionofvocabulary,Lewisdividedchunksintofourtypes:a)poly-words:poly-wordsrefertofixedphraseswithidiomaticproperties,suchasontheonehand,forinstance,inaword,etc.;b)collocates:collocatesrefertowordswithhighco-occurrencefrequency,suchasverbs+nouns(suchasputforwardasuggestion);c)institutionalizedutterances:institutionalizedutterancesrefertofixedorsemifixedwordcombinationswithpragmaticfunctions,whichcanbecompletesentencesorsomefixedsentencestructures,includingepigrams,idioms,etc.Forexample,asfarasIamconcerned,whatcanIdoforyou?Youarewelcome.I'mbehind...,etc.d)sentenceframeworkandheads:sentenceframeworkandheadsarecommonlyusedinwrittenlanguage,asameansoftextorganization,whoseformsandfunctionsareusuallyfixedorsemifixed,forexample,first,finally,Itissaidthat…,etc.4.2.2PawleyandSynder’sclassificationofchunksPawley&Synder(1983)dividedchunksintofourcategoriesaccordingtothecohesivefunctionofwordsinthetext:a)poly-words,suchasbyandlarge,nevertheless,etc.Traditionally,thesewordshavebeenclassifiedasphrases,butnowtheyareregardedasthespecialformofmulti-words.Astheformofdiscoursecohesion,theyaretreatedasthewholeformlikewordsnotonlyinunderstandingbutalsoinwriting.b)Institutionalizedexpressions:mainlyrefertothelanguagebuildingblocksthatthespeakercanusetostoreasawhole,includingproverbs,epigrams,communicationroutinesandotherforms,forexample,haveaniceday(farewell),onceuponatime.c)Phrasalconstraints:usuallyshortblocksthatcanbefilledin.Forexample,adayago,alongtimeago;asIwas...:asIwassaying,asIwascommenting;thesimplethebetter;thebusier,thehappier.d)Sentencebuilders:sentencebuildersprovideasentencestructureforexpressingaconceptandthecontentoftheframeworkmaychange.Forexample,Ithinkthatit'sagoodidea.Ithinkthatyou'reright.Byanalyzingtheabovedetailedcategories,itcanbefoundthatchunksarenotonlydifferentfromidiom,butalsodifferentfromfreecollocation.Thestructureofidiomsdoesnotallowanychange,whichmeansthereisnoroomforcreation.Freecollocationisatemporarycombination,lackingpredictability,whichisnotconducivetomastering,whilechunkisjustasemifixedcollocationbetweenthem.Ifalexicalsequenceoftenappearsintheformofco-occurrence,hasarelativelystableforminstructureandarelativelyspecificrangeinpragmaticfunctionandmeaning,itwillbeusedasaconventionalchunkeventually.Inaddition,fromthelistedchunkclassification,wecanalsoseeasignificantfeature.Fromthelexicalleveltothesentencelevel,thestructuralfixityofchunksisgraduallyweakeningandthemodifiabilityisgraduallyincreasing,thatis,thespacewithinchunkforpragmaticchangebecomeslargerandlarger,whichcanbeusedasaspaceforcreativeuseofvocabulary,whichisthespacetobedevelopedinvocabularyteaching.4.3ThefeaturesofchunksChunkshavethreeimportantcharacteristics.Thefirstcharacteristicisthefrequencyofchunkco-occurrence:Thefrequencyofchunkoccurrenceisthedecisivefactortodeterminewhetheralanguagecombinationunitbelongstochunk.Todeterminewhetheralanguagecombinationunitbelongstochunk,itisnecessarytoseewhetheritoftenco-occurstogether.Ifthefrequencyisveryhigh,itcanbeidentified.Thesecondcharacteristicistheintegrityofchunkstorageandextraction.Whetherthecombinationofwordscanbestoredandextractedasawhole(thatis,psychologicalreality)isanimportantindicatortodeterminewhetherthecombinationofwordsisachunk.Wray(2002)elaboratedtwofunctionsofidiomsequenceorlexicalblock:oneistoreducethereductionofprocessingeffort;theotheristocompletethefunctionofsocialinteraction.Toachievethesetwofunctions,chunksmustbestoredandextractedasawhole.Thethirdcharacteristicisthememorizablerhythmchunks.Theprosodyofmulti-wordcombinationisalsoanimportantfactorofdeterminingwhetherchunkscanbeeffectivelyremembered.Chunksarenumerousandubiquitous.Accordingtothedataofcomputerstatistics,90%ofthenaturallanguageismadeupofallkindsoflexicalchunkswithfixedsemantic,thatistosay,mostofthediscourseisrealizedthroughlexicalchunkswhicharethebasiclanguageunitofEnglish.Itisunrealisticforlearnerstomemoriz