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◆摘 要：The article， based on lexical definition and classification， focuses on lexical teaching theory and its application in English teaching in higher vocational colleges
As a way of combination and function of the nature of language components， Chunk combines the advantages of syntax， semantic and context， which is an ideal unit in language teaching. Therefore， chunk is a practical way in vocabulary teaching， enjoying very high use value and broad prospects in English language teaching.
First. The definition and classification of chunk
The term chunk was first put forward by Becker in 1976. Simply put， chunk is a string of words stored as a whole in the brain and can be picked and used by learners as a precast block in the wake of whole or slight alteration. Lewis divided lexical chunks into four categories：1. Multiple-word terms， such as “in a word， for instance” ， which are the basic vocabularies for learners to memorize. 2. High-frequency combinations. For instance， “have a walk”， is a frequently occurred combination in natural language words. Native speakers know instinctively which words can be matched and which cannot be done so， which is the basis for accurate and natural English expression.3.Set expressions. For example， “Can you tell me the way to...？” 4. Half-fixed expressions. For instance： make hay while the sun shines. It can be seen from the above classification that chunks are different from both idioms and free collocations. Idiom structure does not allow any changes， thus creating space-free. Free combination is a temporary one， lacking predictability and is not conducive to mastering while chunk proves to be a half-fixed combination just between the two. In addition， lexical category shows a notable feature that from words to sentences， there exists an intermittent increase in structures between the lexical composition， namely the space available for pragmatic changes with the chunk expand， which is the very space to creatively use words as well as the one to be developed for vocabulary teaching .
Second ， the advantage of lexical teaching
（ A ） To apply the principle of the best
Chunking is a combination of syntax， semantics and pragmatics， which is an effective way to avoid the above-mentioned two extremes by combining knowledge and application in an organic way. In addition， acquiring language in the form of lexical chunks is conducive to cultivating students' ability of autonomous learning .To fundamentally improve the quality of learning， the key lies in fostering students ' self-learning ability. Therefore， the teacher should intervene as little as possible the learning process of the students， allowing themselves to find and summarize the rules in the learning process. （ B ） Accords with the basic law of cognition with universal significance
The lexical approach sees language acquisition as a cognitive process of "observation- assumption – verification" one. Specifically， acceptance in the form of chunk comes first， then follows imitation， mechanical adoption .Not until the possession of grammar ability can chunks be processed， filled， or reassembled before entering the final phase of creative application. Language acquired in the form of lexical chunk is in line with human cognitive law in that everything we perceive is from the simple to the complex， from imitation to creation， from a wide range of absorption into the final output.
（ C ） In line with learning characteristics of Chinese higher vocational students
Chinese students are accustomed to reciting texts and then memorizing sentences before applying some of them to other occasions. In the early stages of learning， students usually accept and absorb some of the data without any analyses， and then， through constant use of these data， they will be more familiar with the process， and finally reach the level of proficiency. What is stressed here is the process of internalization， which is only through the full absorption and familiarization of the knowledge of language will it be possible to translate them into the language product. Therefore， in the form of lexical chunks， the Chinese students are characterized by a lot of memorization and recitation of various language materials， and then grasp， use and creation.
Third， Chunk teaching experiment
（A）The Subjects
In order to verify the feasibility and effectiveness of lexical chunk teaching in English in China’s higher vocational colleges， the author selected 80students （2014） from Rehabilitation Department of Jiamusi College， Heilongjiang University of Chinese Medicine College as subjects， and randomly assigned one class to experimental one and the other class to the control group with textbook New Horizon English Ⅱ&Ⅲ. The experimental teaching lasted a period of 1 year， 4 hours per week. Experimental Class and control class were both in charge of the same teacher.
（B） The Experimental Process
The teacher， based on lexical chunk， conducted a purposeful and planned teaching on students of experimental class while conventional teaching methods are used in the control class. The aim of lexical teaching for the experimental class is to help students turn their attention from grammar rules and words to the chunk by adopting Maggie Baigent 's three stages of language learning： Identify—Explore—Consolidate . 1.Identification of target word. The teacher required the students of the experimental class to preview the text before class and pick out all the chunks and collocations they want the teacher to explain in class .The chunk does not include any new words. The chunk tables handed in by students help the teacher choose class type. Meanwhile， students 'ability to observe and identify the chunk in selecting chunks can be improved. Lewis pointed out that the prerequisite for learners to turn the input of language into the absorption of language is to notice the chunk and collocation.
2.Exploration of the target word. For the words to be explained in class， the teacher carried out a series of exercises to improve students ' lexical awareness. Jane Willisl recommends that learners identify （such as which word can be used before or after the verb “like” ）， classify （ pick three expressions you agree to a certain point ）， compare with the mother tongue ，extend （ try to find the words in Column B that can be matched in Column A ）， memorize， and so forth.
3.Consolidation of the target word. The aim of the third stage is to improve the students 'ability to accurately and fluently use the lexical chunks that they have mastered. Using the chunks learned is a good way to retell stories， discuss issues or write essays. By using these words， not only is the students’ awareness of chunks raised， but also consolidate the acquired knowledge.
The final exam grades of the two classes in the first semester showed no significant differences， ie， tests prior to the experiment indicated that the two classes enjoyed similar English level. The test after the experiment was given before the final exam in the second semester and was graded in terms of average .
（Third）The Experiment Tools
Standardized tests of English Language Band Ⅲ for Higher Vocational Colleges are adopted in the experiment.
（Fourth） The experimental results
The experiment class exceeded the control class by 8 points on average， which showed that the lexical approach helps to improve the students ' language accuracy and fluency as well as the feasibility and advantages in English vocabulary teaching in higher vocational college.
Fourth. Conclusion
Language teaching in the past ran to two extremes： Structure method overemphasized grammar rules but neglected the use of language in the concrete context. On contrary， communicative approach paid too much attention on language use in context. Chunking is the unity of syntax， semantics， pragmatics， and context， and is the inheritance and development of traditional teaching methods. It dialectically reflects the status of vocabulary and grammar in the process of language acquisition， allowing learners to have a deeper understanding of the nature of language. Lexical teaching accords with the human cognitive laws of language， thus a more scientific concept of language. Lexical teaching reversed the embarrassment of “dumb English” in China’s English teaching by cultivating students' ability to use the target language to communicate. In short， vocabulary teaching with the chunk as the basic unit is a practical way and a new thinking ， which is conducive to breaking the standoff of large investment， low efficiency in English teaching and achieving a new breakthrough in English teaching reform.
作者簡介
赵颖（1965-），女，黑龙江中医药大学佳木斯学院副教授，研究方向：英语教学。
王丹（1979-），女，黑龙江中医药大学佳木斯学院讲师，研究方向：英语教学。
“课程思政”贯穿于大学英语教学的研究与实践黑龙江省教育教学改革课题，编号：SJGY20190628
As a way of combination and function of the nature of language components， Chunk combines the advantages of syntax， semantic and context， which is an ideal unit in language teaching. Therefore， chunk is a practical way in vocabulary teaching， enjoying very high use value and broad prospects in English language teaching.
First. The definition and classification of chunk
The term chunk was first put forward by Becker in 1976. Simply put， chunk is a string of words stored as a whole in the brain and can be picked and used by learners as a precast block in the wake of whole or slight alteration. Lewis divided lexical chunks into four categories：1. Multiple-word terms， such as “in a word， for instance” ， which are the basic vocabularies for learners to memorize. 2. High-frequency combinations. For instance， “have a walk”， is a frequently occurred combination in natural language words. Native speakers know instinctively which words can be matched and which cannot be done so， which is the basis for accurate and natural English expression.3.Set expressions. For example， “Can you tell me the way to...？” 4. Half-fixed expressions. For instance： make hay while the sun shines. It can be seen from the above classification that chunks are different from both idioms and free collocations. Idiom structure does not allow any changes， thus creating space-free. Free combination is a temporary one， lacking predictability and is not conducive to mastering while chunk proves to be a half-fixed combination just between the two. In addition， lexical category shows a notable feature that from words to sentences， there exists an intermittent increase in structures between the lexical composition， namely the space available for pragmatic changes with the chunk expand， which is the very space to creatively use words as well as the one to be developed for vocabulary teaching .
Second ， the advantage of lexical teaching
（ A ） To apply the principle of the best
Chunking is a combination of syntax， semantics and pragmatics， which is an effective way to avoid the above-mentioned two extremes by combining knowledge and application in an organic way. In addition， acquiring language in the form of lexical chunks is conducive to cultivating students' ability of autonomous learning .To fundamentally improve the quality of learning， the key lies in fostering students ' self-learning ability. Therefore， the teacher should intervene as little as possible the learning process of the students， allowing themselves to find and summarize the rules in the learning process. （ B ） Accords with the basic law of cognition with universal significance
The lexical approach sees language acquisition as a cognitive process of "observation- assumption – verification" one. Specifically， acceptance in the form of chunk comes first， then follows imitation， mechanical adoption .Not until the possession of grammar ability can chunks be processed， filled， or reassembled before entering the final phase of creative application. Language acquired in the form of lexical chunk is in line with human cognitive law in that everything we perceive is from the simple to the complex， from imitation to creation， from a wide range of absorption into the final output.
（ C ） In line with learning characteristics of Chinese higher vocational students
Chinese students are accustomed to reciting texts and then memorizing sentences before applying some of them to other occasions. In the early stages of learning， students usually accept and absorb some of the data without any analyses， and then， through constant use of these data， they will be more familiar with the process， and finally reach the level of proficiency. What is stressed here is the process of internalization， which is only through the full absorption and familiarization of the knowledge of language will it be possible to translate them into the language product. Therefore， in the form of lexical chunks， the Chinese students are characterized by a lot of memorization and recitation of various language materials， and then grasp， use and creation.
Third， Chunk teaching experiment
（A）The Subjects
In order to verify the feasibility and effectiveness of lexical chunk teaching in English in China’s higher vocational colleges， the author selected 80students （2014） from Rehabilitation Department of Jiamusi College， Heilongjiang University of Chinese Medicine College as subjects， and randomly assigned one class to experimental one and the other class to the control group with textbook New Horizon English Ⅱ&Ⅲ. The experimental teaching lasted a period of 1 year， 4 hours per week. Experimental Class and control class were both in charge of the same teacher.
（B） The Experimental Process
The teacher， based on lexical chunk， conducted a purposeful and planned teaching on students of experimental class while conventional teaching methods are used in the control class. The aim of lexical teaching for the experimental class is to help students turn their attention from grammar rules and words to the chunk by adopting Maggie Baigent 's three stages of language learning： Identify—Explore—Consolidate . 1.Identification of target word. The teacher required the students of the experimental class to preview the text before class and pick out all the chunks and collocations they want the teacher to explain in class .The chunk does not include any new words. The chunk tables handed in by students help the teacher choose class type. Meanwhile， students 'ability to observe and identify the chunk in selecting chunks can be improved. Lewis pointed out that the prerequisite for learners to turn the input of language into the absorption of language is to notice the chunk and collocation.
2.Exploration of the target word. For the words to be explained in class， the teacher carried out a series of exercises to improve students ' lexical awareness. Jane Willisl recommends that learners identify （such as which word can be used before or after the verb “like” ）， classify （ pick three expressions you agree to a certain point ）， compare with the mother tongue ，extend （ try to find the words in Column B that can be matched in Column A ）， memorize， and so forth.
3.Consolidation of the target word. The aim of the third stage is to improve the students 'ability to accurately and fluently use the lexical chunks that they have mastered. Using the chunks learned is a good way to retell stories， discuss issues or write essays. By using these words， not only is the students’ awareness of chunks raised， but also consolidate the acquired knowledge.
The final exam grades of the two classes in the first semester showed no significant differences， ie， tests prior to the experiment indicated that the two classes enjoyed similar English level. The test after the experiment was given before the final exam in the second semester and was graded in terms of average .
（Third）The Experiment Tools
Standardized tests of English Language Band Ⅲ for Higher Vocational Colleges are adopted in the experiment.
（Fourth） The experimental results
The experiment class exceeded the control class by 8 points on average， which showed that the lexical approach helps to improve the students ' language accuracy and fluency as well as the feasibility and advantages in English vocabulary teaching in higher vocational college.
Fourth. Conclusion
Language teaching in the past ran to two extremes： Structure method overemphasized grammar rules but neglected the use of language in the concrete context. On contrary， communicative approach paid too much attention on language use in context. Chunking is the unity of syntax， semantics， pragmatics， and context， and is the inheritance and development of traditional teaching methods. It dialectically reflects the status of vocabulary and grammar in the process of language acquisition， allowing learners to have a deeper understanding of the nature of language. Lexical teaching accords with the human cognitive laws of language， thus a more scientific concept of language. Lexical teaching reversed the embarrassment of “dumb English” in China’s English teaching by cultivating students' ability to use the target language to communicate. In short， vocabulary teaching with the chunk as the basic unit is a practical way and a new thinking ， which is conducive to breaking the standoff of large investment， low efficiency in English teaching and achieving a new breakthrough in English teaching reform.
作者簡介
赵颖（1965-），女，黑龙江中医药大学佳木斯学院副教授，研究方向：英语教学。
王丹（1979-），女，黑龙江中医药大学佳木斯学院讲师，研究方向：英语教学。
“课程思政”贯穿于大学英语教学的研究与实践黑龙江省教育教学改革课题，编号：SJGY20190628