本科毕业设计（论文）Analysis of Teaching Lexical Chunks in Junior High School English Writing Class

ContentsTOC\o"1-2"\h\u17858Abstract I13422摘要 II23795Introduction 1324401TheCurrentStatusandSignificanceofTeachingEnglishWritinginJuniorHighSchool 373261.1CurrentStatus 3311641.2Significance 4155212IntroductiontoLexicalChunkTheory 6105322.1TheConceptofLexicalChunk 6143962.2TheClassificationofLexicalChunk 7287962.3FeaturesofLexicalChunk 8114723AdvantagesofTeachingApproachBasedonLexicalChunkTheory 10183163.1ImprovementofLearningMotivation 10192983.2EnhancementofVocabularyLearning 10148963.3ReductionofNegativeTransferofMotherTongue 11234303.4PromotionofPragmaticAbility 12225764AnalysisontheApplicationofTeachingLexicalChunksinJuniorHighSchoolEnglishWritingClass 136104.1EstablishmentofLexicalChunkAwareness 1373404.2AccumulationofCompositionMaterialsBasedonLexicalChunks 16222364.3EffectiveGuidanceduringWritingExercise 2121014Conclusion 2521559Bibliography 2724276Acknowledgments 29AbstractAmongthefourbasicskillsoflanguagelearning,writingisconsideredtobethemostrepresentativeofaperson’scomprehensivelanguageability.Underthecurrenttraditionalwritingteaching,studentsareweakinwriting,andproblemssuchaslackofvocabularyandgrammaticalerrorswilloccurinwriting.Besides,students’learningenthusiasmwillbealsoreducedandtheirconfidenceinlearningwillbelost.Teachinglexicalchunksisthekeytosolvetheaboveproblems.Lexicalchunkteachingtakesthechunkastheminimummemoryunittomakestudentseasytounderstand,easytorememberandeasytouse.Itcaneffectivelyimprovestudents’comprehensivelanguageuseabilityandthusimprovetheirwritinglevel.ThispaperadoptsthemethodofliteratureresearchandsearchtherelevantliteratureontheapplicationoflexicalchunksinEnglishwritingclasses,soastohaveacomprehensiveunderstandingofthebackground,currentsituationandprospectoflexicalchunkstheory.Basedonthetheoryoflexicalchunks,thispaperappliesthelexicalchunkapproachproposedbyBritishlinguistsMichaelLewistoEnglishwritingteachinginjuniormiddleschool,introducestheconceptualclassificationandadvantagesoflexicalchunksapproachindetail,andguidesstudentstouselexicalchunkconsciousness.Atthesametime,thepaperalsoanalyzestheapplicationofteachinglexicalchunksinjuniorhighschoolEnglishwritingclass,andprovesthatlexicalchunkapproachcanindeedimprovestudents’interestinEnglishwriting,enhancetheirawarenessofusingchunks,andeffectivelyimprovetheirwritingperformanceinashortterm.Asanewtypeofeducationmode,lexicalchunkapproachcannotonlyeffectivelyimprovestudents’comprehensivelanguageabilityandwritingperformance,butalsoplayanimportantroleinEnglishwritingteachinginthewholejuniorhighschool.Therefore,teachersshouldbeabletoseetheadvantagesoflexicalchunks,usethemflexiblyandactivelyexploreandimprovethelexicalchunkapproach.Keywords:lexicalchunks;lexicalchunkteaching;juniorhighschoolEnglishwriting;writingscores摘要在语言学习的四项基本技能中，写作被认为是最能体现一个人的语言综合能力的。在当前传统写作教学下学生的写作能力低，在写作时还会出现词汇匮乏，语法错误等问题。除此之外，学生的学习积极性降低了，也丧失学习信心。词块教学就是解决以上问题的关键，词块教学将词块作为最小记忆单位，让学生易懂，易记更易用，将词块教学带入写作课堂，可以有效地提高学生语言综合运用能力，从而提高写作水平。本文采用了文献研究法，根据所要研究的词块在英语写作课堂的应用，查阅了相关的文献，全面地了解了词块理论的背景，现状和前景。本文依托词块理论，将英国语言学家MichaelLewis提出的词块教学法应用于初中英语写作教学中，详细介绍了词块教学法的概念分类和优点，引导学生运用词块意识。同时，也分析了词块教学法在初中英语写作课堂中的应用，证实词块教学确实可以提高学生对英语写作兴趣，增强学生使用词块的意识，可以在短期内有效提高学生的写作成绩。词块教学作为一种新型的教育模式，不仅可以有效地提高学生的语言综合能力和学生的写作成绩，而且对整个初中的英语写作教学有着很重要的作用，因此作为教师要能看到这种教学法的优点，要灵活运用，积极探索完善词块教学法。关键词：词块；词块教学；初中英语写作；写作成绩IntroductionInrecentyears,theeducationalexaminationreformofjuniorhighschoolhasbeencontinuouslydevelopedandimproved,andwriting,asanimportantlanguageskill,hasgraduallybecomeprominentintheexaminationevaluation.InthenewlyrevisedjuniormiddleschoolEnglishCurriculumStandard,hasmadecleartothestudent’sEnglishstudyhigherrequest.Thecoursestandardspecifiesthatinordertolayafoundationforlanguagecommunication,studentsshouldimprovetheirlanguageapplicationabilitybyparticipatinginalotofpracticalexercises.Intheexam,studentsshouldnotonlymasterenoughvocabulary,butalsobeabletowriteflexiblyaccordingtothecontext.Studentsarerequiredtobeabletoplanthewholepaperandwritelogically.However,atpresent,thewritingabilityofjuniorhighschoolstudentsisfarfromthestandard,writinghasbecomeanimportantanddifficultpointintheteachingprocess.Inordertosolvetheproblemthattheimprovementofstudents’abilityisnotobviousunderthetraditionalwritingteaching,manyresearchersathomeandabroadthinkthatlexicalchunkteachingcanbeusedasanewteachingmodelinlanguageteaching.Lexicalchunks,whicharesimplylexicalphrases,arecombinationsofwordsthathavebeendefinedinadvanceandarefrequentlyused.Theyhaverelativelystablemeaningsandcanbeusedasawholeorwithminormodifications.Underthetraditionalwritingteaching,students’memoryofwordsistooisolatedandtheywillnotusethewordscorrectly,whichleadstotheshortageofvocabularyandmanygrammaticalerrorsinwriting.TheseproblemscanbeeffectivelysolvedbyapplyingthelexicalchunkteachingtotheEnglishwritingclassofjuniormiddleschool.Basedonthetheoryoflexicalchunks,lexicalchunksareusedasthesmallestunitoflanguagelearningtohelpstudentsmemorize,internalizeanduselexicalchunks.Meanwhile,lexicalchunkscanhelpstudentsreservewritingmaterials,effectivelyimprovetheirwritingabilityandenhancetheirconfidenceinlearning.Inaddition,thelexicalchunkteachingcangivenewteachingideastowritingteaching,improvetheteachingmethodofwritinginjuniorhighschoolEnglish,makestudentstrulybecomethecenterofteaching,havemoreopportunitiestoparticipateinclassroomactivities,fromgivingamanfishtoteachinghimhowtofish,andimprovethecomprehensiveuseofEnglishlanguageabilityofstudents.ThisstudyfocusesonsolvingtheproblemsinEnglishwritingteachinginjuniorhighschoolsundertraditionalteachingbyanalyzingtheapplicationoflexicalchunkapproachinjuniorhighschoolEnglishclass,soastoenhancestudents’confidenceinwriting,improvetheirwritingscores,andadapttohigherexaminationrequirements.ThefirstchapterintroducescurrentstatusandsignificanceofteachingEnglishwritinginChinesejuniorhighschool,includingthecurrentproblemsanddevelopmentdirectionofwritingteaching,andexpoundstheimportanceofEnglishwritingteaching.Thesecondchapterintroducesthebasicconceptoflexicalchunks,includingthedefinition,classificationandlexicalchunkteachingmethodbasedonlexicalchunktheory.Thethirdchaptermainlyanalyzestheadvantagesoflexicalchunkapproach,andpointsoutthefourfunctionsoflexicalchunkapproach,whicharetoimprovestudents’learningenthusiasm,facilitatevocabularylearning,eliminatenegativetransferofmothertongueandimprovepragmaticability.ThefourthchapteranalyzestheapplicationoflexicalchunksinjuniormiddleschoolEnglishwritingclass.Thischaptermakesadetaileddiscussionandin-depthanalysisfromthreeaspects:theestablishmentoflexicalchunkconsciousness,theaccumulationandconsolidationofcompositionmaterialdrivenbylexicalchunk,andthewritingpracticedrivenbylexicalchunk.

1TheCurrentStatusandSignificanceofTeachingEnglishWritinginJuniorHighSchoolThecultivationofEnglishwritingabilityisoneoftheimportantgoalsofjuniorhighschoolEnglishteaching.However,underthetraditionalwritingteachingmode,theproblemsareconstant,andtheeducationalexaminationreformalsoputsforwardhigherrequirementsforstudents’writingability.Therefore,thefollowingareisanintroductiontothecurrentsituationofEnglishwritingteachinginjuniorhighschoolsandtheimportanceofwriting.1.1CurrentStatusUnderthetraditionalexam-orientededucation,bothteachersandstudentspayinsufficientattentiontowriting.Mostteachersandstudentsdonotrealizethatwritingplaysanimportantroleinlanguageability.Whilewritingabilitycanwellreflectlearners’languageorganization,thinkingandvocabularyapplicationability.However,underthetraditionalEnglishwritingteachinginjuniormiddleschool,studentsarepronetoalargenumberofvocabularyandgrammarmistakes,andwillalsowritealotofChinglishduetotheinterferenceoftheirmothertongue.Therearemanyreasonsforthesemistakes.Firstofall,thelackofspecialwritingclassesinschoolsisalsoabigpartofthereasonforthisproblem.Mostoftheteachersthinkthat’sfastandlight.Inordertoachieveimpromptueffect,theywillgivestudentsafewtextessays,andtakeoutafewminutesofpracticetoexplainthewritingrules;thecontentisprobablytoemphasizetheformatofthecompositionrequirementsandexaminationrequirements.However,whenstudentscomeacrossthetopicofcompositionthathasneverbeenprepared,theywillbeataloss.Theirwritingthoughtswillbeconfused.However,inordertogetpoints,theychoosetocobblewordstogether.Thisiswhythecompositionswrittenbythestudentsarefullofmistakes.Indailyteachingactivities,schoolteachersspendmostoftheclasshoursexplainingtextbookknowledge.Duetothelongtimeandsloweffectofwritingclasses,mostschoolsdonotsetupspecialwritingclasses.Withoutsystematicwritingteaching,studentswillnotknowhowtoplanthecomposition.Therefore,itismoredifficultforstudentstowritearticleswithclearlogicandfluentlanguage.Secondly,teachersonlypayattentiontothelistandexplanationofknowledgepointsinteaching,ignoringtheacceptabilityofstudentsthemselvesandstudents’initiative.Mostteachersimposetheirownsetofknowledgepointsonstudentsinordertoeffectivelyimprovetheirgrades.Someteachershavetoaskstudentstorecitetextsandexcellentcompositionsinordertomakesurethatwhattheyhavelearnedisreflectedonthetestpaper.Withoutunderstandingtheseknowledge,studentsjustsimplystoretheseintotheirmemoriesbutdonotknowhowtousethem.Thisteachingmethoddoesnotfocusoncultivatingstudents’ability,resultinginstudentscannotcreativelystudyandapply.Finally,thesinglenessofteachers’teachingmethodsisalsothecauseoftheseproblems.Thetraditionalteachingmethodisthatonesidespeaksandtheothersideacceptspassively.Teachersinmostschoolsaskstudentstorecitethetextandrecitemodelessays.Butfewschoolsletstudentsaccumulateandlearntoobservegrammarrules.Studentsdonottaketheinitiativetothinkandanalyzeinthewholelearningprocess.Asaresult,languageabilitycannotbeimproved.Atthementionofgrammar,studentsareveryheadache.Theteachersalwaysoveremphasizedtheimportanceofgrammar,butdonotcarryoutanysystematicdetailedexplanationoftheuseofwords.Teachersdonotpayattentiontocultivatingstudents’languageapplicationabilityintheaccumulationoftimeandtime.Inthelongrun,students’learningpressurewillincreaseandtheywillalsogetboredwithwriting[1].1.2SignificanceWritingabilityreferstotheabilitytoexpressinwrittenlanguage.Writingtestisaverycomprehensivetest.Itisacomprehensivereflectionoflistening,speaking,readingandwritinganditisalsoaneffectivewaytoteststudents’comprehensivelanguageability[2].However,writingisoftentheweakestlinkinEnglishlearning.TheMinistryofEducationreleasedthepolicyonNovember29,2019,inwhichitwasannouncedthattheexamsyllabusforjuniorhighschoolstudentswouldbecanceled.Abolishingthesyllabusmeansthatschoolsshouldnotteachwhatthesyllabusrequires,butshouldteachstudentsmethodsandskills,developstudents’abilities,andletstudentsusetheirabilitiestocopewiththeexam.Thisreformrequiresteacherstofocusoncultivatingstudents’independentlearningabilityandinnovationability.Thethesisofhighschoolentranceexaminationtendstoreducethecontentofrotememorizationmoreandmore,hopingtolettheexamineesshowtheirthinkingabilityintheactualsituation.ThistrenddeterminestheimportanceofEnglishwritinginexaminations.In2019,eightprovinces,includingLiaoningprovince,introducedthereformofthecollegeentranceexamination.Inadditiontothetraditionalwritingassessment,anewtypeofwritingcalledcontinuewritingwasaddedtotheEnglishpapersfrom2021,whichincreasedtherequirementforwritingability.ThereformdirectionoftheCollegeEntranceExaminationisalsothepointthatjuniormiddleschoolshouldpayattentionto.Therefore,thereformplanoftheHighSchoolEntranceExaminationinsomeareashasalsobeenreleasedoneafteranother;includingthereformofEnglishsubjectexamination.AccordingtotherequirementsoftheMinistryofEducation,theproportionofobjectivequestionsinEnglishpapershasbeenreduced.Studentsarerequirednotonlytobeabletochoose,butalsotobeabletowrite.Studentsweregiven25pointsforansweringquestionsandwriting.Andtheessaywasextendedfrom80wordsto100,requiringstudentstowritebetterandmore.Therefore,studentsmustgetagoodscoreinwritingiftheywanttogetagoodscoreinEnglishtest.Writingisanimportantskillnotonlyforsuccessinschoolbutalsoforsuccessthroughoutyourlife.Whenyouareastudent,inordertogetahigherscore,itisnecessaryforyoutolearnEnglishwritingwell.You’llalsoneeditlaterinyourworkinglife.Englishisthecommonlanguageoftheworld,butalsothetoolofChina’sforeignexchangesandeconomicexchanges[3].Asteenagers,wemustdevelopourwrittenandoralexpressionskillsfromanearlyage.

2IntroductiontoLexicalChunkTheoryLexicalchunkteachingisbasedonlexicalchunktheory,sothestudyoflexicalchunktheoryplaysanimportantroleintheapplicationandanalysisoflexicalchunkteaching.Thischapterintroducesthedefinitionandclassificationoflexicalchunksindetail,sortsoutthedifferentdefinitionsandclassificationsoflexicalchunksathomeandabroad,andlaysafoundationforthestudyoflexicalchunkteaching.2.1TheConceptofLexicalChunkManyresearchersathomeandabroadhavedefinedlexicalchunks.Thefollowingaresomerepresentativetheories.Initially,lexicalchunksoriginatedinthefieldofpsychology.TheconceptofchunkwasproposedbyAmericanpsychologistsinthe1950s.AndthenBeckerputforwardtheprefabricatedchunkin1975[4].Intheprocessoflanguageoutput,languagechunkswithfixedstructurehavethecharacteristicsofsemantic,grammatical,andcontextatthesametime.InBecker’sopinion,theselanguagechunkswithfixedstructurearethesmallestunitofhumancommunication.Moreover,hebelievesthatthesechunkscanbetaughtaskeyitemsinlanguagelearning.Nattinger&Decarricoholdsthatlexicalchunksarelexicalphrases,whichareestablishedintheprocessofusinglanguageandappearinfixedformswithhighfrequency[5].Lewiscallsthesewordblockslexicalchunks.Herealizedthatthelanguagelearner’sabilitytocomprehendprefabricatedchunkslargelydeterminesthelanguagelearner’sabilitytooutput.InthebookcalledTheLexicalApproach,MichaelLewisexpressestheviewthatthecenteroflanguageacquisitionisthevocabularybasedonlexicalchunks,ratherthangrammarinthetraditionalsense[6].Wrayhascountedatleast46termssimilartolexicalchunks,suchasready-made,formulaicspeech,expressions,etc.Basedonthepredecessors’researches,Wrayproposedhisowndefinitionoflexicalchunks,hethinkthatlexicalchunksaresequences,whicharecomposedofcontinuousordiscontinuouswordsorotherelements.Theselexicalchunksarestoredasawholeandareextractedfrommemorywhenused,withouttheneedforgenerationandparsing[7].Inshort,lexicalchunkactuallyreferstowordsandphrases.Inotherwords,chunksarecombinationsofwords.Thiskindofcombinationsofspecificstructureandstablemeaningispreparedforlearnerstoextractanduseflexiblyatanytime.2.2TheClassificationofLexicalChunkForthedefinitionoflexicalchunks,researchersputforwarddifferenttermsfromdifferentperspectives.Thedifferentdefinitionsoflexicalchunksbyresearchersdeterminethattheirclassificationoflexicalchunkswillvary[8].Beckerdividedlexicalchunksintomanycategories,buttheboundariesofsometypeswerenotveryclear.In1992,NattingerandDecarricodividedlexicalchunksintofourcategoriesfromtheperspectiveoflexicalchunkstructureandfunction.Lewisclassifieslexicalchunksfromtheperspectiveofsyntacticfunctionandsemanticcollocation.Amongtheseclassifications,thelattertwoaremorerepresentative,andmanyscholarshaveadoptedthelattertwointheirresearch.Nattinger&Decarricodividedlexicalchunkintothefollowingfourcategoriesintermsofstructureandfunction[9].(1)PolywordsPolywordsrefertoshortchunksofwordsconsistingofasingleword,whichcanbeclassifiedasnormativeornon-normative.Thistypeofphrasecanbeusedasawholeandcannotbechangedatwill.Forexample,onearth,dependon,inoneword...(2)InstitutuinalizedexpressionComparedwithothertypesofchunks,itisthelengthofasentenceandisalsoachunkthatcanberememberedasawhole.Proverbs,whichweoftenuseineverydaylife,aretypicalofthistypeofchunk.Forexample,Healthisbetterthanwealth,Practicemakesperfect...(3)PhrasalconstraintsSimilartopolywords,Phrasalconstraintsisalsoashortphrase.However,Phrasalconstraintscanbeusedflexiblytosubstitutedifferenttermsforactualneeds.Forexample,“outof”,whenwewanttoexpress“我们失业了”,wecansay“Weareoutofwork.”;Whenwewanttoexpress“我上气不接下气了”,wecansay“Weareoutofbreathe”.Similarly,weuse“takeone’stime”tomean“don’tworry”,and“takeone’sadvice”tomeanacceptanopinion.(4)SentencebuildersSentencebuildersobviouslyprovideaframeworkforsentences.Thisisverysimilartotheuniversalsentencepatternweoftenreciteintheprocessoflearning.Forexample,whenwritinganargument,weoftenuse“Isupport/believe/thinkthat...”.Accordingtotherelationshipbetweenvocabularyandsemanticsandthesyntacticfunctions,Lewisdividedchunksintothefollowingfourcategories:WordsandPolyWordsWordsandPolyWordsareindividualWords.Individualwordsarethesinglewordsthatweusuallyseeinthelistofwordsintextbooks,suchasadvise,refuseandsoon.Anaggregatewordisafixedphraseconsistingofmorethanoneword,suchasbytheway,afterall.Inaggregatewords,thesecollocationsarefixedandnotreplaceable.Forexample,ifyouchange“bytheway”to“intheway”,themeaningofthewordiscompletelydifferent.(2)Collocations.Whenwecommunicatewithothersinourdailylife,weoftenmixandmatchwordstoformcommonchunks.Wordsarecloselyrelatedtoeachotherandcanbecombinedinavarietyofways.Forexample,chunkwithadjectivesandnouns,goodmanner,happyending;withverbsandnouns,loseweight,playtrickson;withprepositionandnoun,forreal,inadvance.(3)InstitutionalizedutterancesInstitutionalizeduterusesarefixedandfunctionalphrases.Thesekindsofchunksareoftenusedinspokenlanguage.TheseInstitutionalizedutterancescanbeeitherfixedorsemi-fixed,orsometimessentences.Forexample,Itisimportantthat...(4)Sentenceframesandheads.Sentenceframesandheadsarelikeidioms,haveafixedorsemi-fixedformandafixedmeaning.However,thistypeoflexicalchunkismostlyusedforwrittenexpression,anddiscoursefunctionisobvious.Forexample,Accordingtothepassage;Thereasonsareasfollow;WithThedevelopmentof...2.3FeaturesofLexicalChunkLexicalchunkisalanguagestructurebetweenthelexicalandthesyntactic.Itincludesidiomswithfixedformsandmeanings,andaframeworkwithgreatgenerativepower.Therefore,thelexicalchunkhasthecharacteristicofexemplar,alsohasthecharacteristicofvariability.Here,variabilitymeansthatchunkscanbegrammaticallychangedaccordingtodifferentnumbers,tenses,orpersons.Tosumup,lexicalchunkshavethefollowingcharacteristics.Firstly,theformoflexicalchunkisnotsingle,itcannotonlybeacombinationofseveralwords,butalsocanbeasentencestructure.Secondly,lexicalchunkshavefixedmeanings.Thirdly,theformofpartiallexicalchunksisflexibleandcanbereplacedandusedaccordingtothecontext.

3AdvantagesofTeachingApproachBasedonLexicalChunkTheoryLexicalchunksplayanactiveroleinlanguagelearnering[10].Thefollowingshowsthatlexicalchunkscanimprovelearningenthusiasmandvocabularylearning,eliminatenegativetransferofmothertongue,andalsoimprovepragmaticability.Inaddition,lexicalchunkscanalsofacilitateteachers’teaching.ThisstudyfocusesontherelationshipbetweenlexicalchunksandjuniorhighschoolEnglishwriting,sothefunctionofelaborationiscloselyrelatedtoEnglishwriting.3.1ImprovementofLearningMotivationWhileimprovingstudents’comprehensivelanguageability,thelexicalapproachalsoenhancesstudents’learningenthusiasm.StudentsnolongerthinkthatlanguagelearningisboringandbecomeinterestedinlearningEnglish.Throughtheformationoflexicalawarenessteachercanreducestudents’learningpressureeffectivelyandimprovetheirlearningenthusiasm.3.2EnhancementofVocabularyLearningEnglishlinguistWilkinssaidthatwithoutgrammar,peoplecanexpressveryfewthings,withoutwords,peoplecannotexpressanything.SoinEnglishlearning,memorizingwordsisbasicandnecessary.Butmoststudentsfinditdifficulttomemorizethewordsandtheywillforgetthemeasilyinashorttime.Whilewiththehelpoflexicalchunkapproach,memorizingindividualwordinchunkswillimprovetheaccuracyofstudents’useofvocabularyandtheirabilitytounderstandvocabularyandmakeiteasierforstudentstorememberthewords[11].Forstudents,memorizingchunkswithfixedformsafterunderstandingtheirmeaningsandusagesimprovestheefficiencyofmemorizingwords.Inthecaseofafirmgraspofvocabulary,therewillalsobethefollowingproblems.First,studentsoftencannotsearchforvocabularywhentheywanttoexpresssomething.Second,studentsoftenuseinappropriatevocabulary.Third,studentssometimesusevocabularythatdoesnotconformtolanguagehabits.Toteachandlearnlexicalchunksasthesmallestunitoflanguageteachingwillreducesuchproblems.Theapplicationoflexicalchunkapproachinlanguagelearninghasastrongcapacityoflanguagegeneration,whichcaneffectivelyimprovetheleveloflearners’languageknowledgeand,inacertaincontext,promotetheircommunicativecompetence.Forexample,whenwemakephonecalls,weusuallyusephraseslike“Thisis...speaking”;Whenorderingfood,weoftenusechunkslike“MayI...”3.3ReductionofNegativeTransferofMotherTongueNegativetransferofmothertongueiswhatwecallChineseEnglish.BecauseweChineseareaccustomedtoChineseexpressionsandtheorderofwords,wecannottranslateintoEnglishthinkingintimeduringtheprocessofexpression.Therefore,wesubconsciouslyexpressEnglishinaccordancewiththehabitsofourmothertongue.ThiskindofsituationcanbeseeneverywhereinthemiddleschoolEnglishlearningprocess[12].Firstofall,intermsofvocabulary,awordinChinesecanbeusedinmanyplacesandplaydifferentroles,whileEnglishcannot,anditneedstochangetheform.InEnglishlearning,wepayattentiontothelexicalcategory;weneedtousetherightpartofspeechintherightplace.InEnglishlearning,wepaymoreattentiontothelexicalcategory;weneedtousetherightpartofspeechintherightplace.Forexample,“Youshouldclosethedoor”,inthissentence,weshouldusetheverb“close”.Whileinthissentence“Youshouldkeepthedoorclosed”,weshoulduseanadjective.Furthermore,theuseofsomelexicalmeaningsinChineseandEnglishisnotcorresponding,suchas"whitelie"butnot"kindlie".Secondly,thereisabigdifferencebetweensyntaxandtext.InEnglishexercises,studentsoftenmakethemistakeofforgettingtochangethepluralandthesubject-verb.Thiskindofmistakeiscausedbynegativetransferofmothertongue.Forexample,“Itcostsme2yuan”,inthissentence,“cost”shouldbechangedtothethirdpersonsingular,soweaddletter“s”.BecauseofthedifferentorderofChineseandEnglishsentences,themostcommonmistakeinjuniormiddleschoolEnglishwritingiswordorder.Forexample,theexpression“Ihaveimportantsomethingtotellyou.”iswrong.Thecorrectoneis“Ihavesomethingimportanttotellyou.”Theimpactofmothertongueonscholarsgoesfarbeyondthelistabove.Theinfluenceofmothertongueonlanguagelearnersisdeeplyrootedandubiquitous,andchunkteachingisoneofthemosteffectivewaystosolvetheseproblems.Lexicalchunksoccurfrequentlyinacertaincontextandhavefixedmeanings,whichcanbeextracteddirectlywhenused[13].Forexample,howisitgoing?Therearefourwordsinthissentence.Andthisisachunkthatisusedsooften.Weshouldlearnthesefourwordstogetherasoneunit.Thereisnoneedtomemorizewordsseparately.Inthisway,studentswillgetmuchfartherinEng