Paper Keywords: lexical chunks using fast speech theory vocabulary teaching

Abstract: Lexical chunks are frequent language structures, which have the characteristics of relatively fixed structural collocation, overall prefabrication and easy extraction. Integrating lexical chunk theory into college English vocabulary teaching is a new attempt of vocabulary teaching method, which is conducive to improving students' English learning efficiency and improving their language communication ability and language application ability.

I. Introduction

Vocabulary is the foundation of English learning, and the mastery and use of vocabulary has a very important influence on English learning. However, in the current college English vocabulary teaching, many teachers only use the vocabulary in textbooks to explain the composition and basic usage of words, but can't create a real context to guide students to truly understand, remember and use the words they have learned. They can only let students learn and recite words in isolation. This teaching method can not only stimulate students' interest and potential in learning, but also enable students to use vocabulary correctly, so as to achieve the accuracy and fluency in using the language. At present, lexical chunk theory is gradually applied to college English vocabulary teaching. Lexical chunk is a fixed or semi-fixed language structure that exists between syntax and vocabulary and has both syntactic and lexical characteristics. Guiding students to master and skillfully use lexical chunks is beneficial to learning English and improving their communicative competence. Based on English vocabulary teaching method and chunk theory, this paper discusses the application of chunk theory in college English teaching, aiming at exploring a new perspective of vocabulary cognition and broadening new ideas of modern vocabulary teaching.

Second, the main viewpoints of chunk theory

Lexical chunk theory refers to a linguistic theory that takes lexical chunks as the research object and studies their meaning, types, characteristics, teaching advantages, theoretical basis, teaching principles and teaching practice. Chunks are fixed or semi-fixed language structures with high frequency, relatively fixed structure and meaning, relatively certain application context and both syntactic and lexical features, such as except, up, I think, how do? And so on, all belong to the category of lexical chunks. Lewis (1997) systematically put forward the theory of lexical chunks, and its theoretical center is as follows: (1) Vocabulary is the foundation of language; (2) The key principle of vocabulary teaching method is that language consists of grammaticalized vocabulary, not lexicalized grammar; (3) One of the central organizing principles of any meaning-centered syllabus is vocabulary; (4) Vocabulary includes not only single words, but also word combinations stored in our brain dictionaries. According to Lewis' (1997) lexical approach, lexical chunks can be divided into four different types: (1) aggregate words, which refer to fixed multi-word combinations, in which words cannot be replaced casually. Such as: all in all, such as up and down. Are words in the traditional sense. (2) collocation: such as taking off, getting rid of, running out, etc. These are often called fixed collocations and cannot be changed. This kind of vocabulary appears frequently in language communication. (3) Idioms refer to complete sentences that conform to grammatical rules and have clear meanings. Like hello? Can I talk to ...? It doesn't matter. This kind of lexical chunks usually includes pleasantries or aphorisms and proverbs mainly used in spoken English. (4) Sentence framework: refers to lexical phrases and quotations that provide a framework for the whole sentence. Usually used in written language, it can be modified appropriately. From the above classification, we can see that lexical chunks have a relatively fixed collocation, and at the same time, they are integrated and easy to use. Lexical chunks occupy a large proportion in both oral communication and written expression, and students can communicate more flexibly and freely by learning and using lexical chunks.

Thirdly, the feasibility of chunk theory in college English vocabulary teaching.

1. It is easy to remember and helpful to improve learning efficiency.

First of all, lexical chunks are large language structures composed of multiple words. By memorizing lexical chunks, you can memorize a large number of words at the same time. Secondly, lexical chunks exist in a specific context, and memorizing lexical chunks in a specific context is better than memorizing words alone without context, so memorizing lexical chunks is helpful to improve the efficiency of memorizing words.

2. It is easy to summarize and help to review and consolidate.

Chunks have their own specific types. In the process of learning lexical chunks, it is helpful to review and further consolidate different types of lexical chunks in the future.

3. Easy to extract and use, which helps to improve the fluency and accuracy of the language.

In the process of English teaching, we will find that many students will use inappropriate words and sentences when expressing their thoughts in English. This is because the vocabulary stored in the brain is too complicated, and students think too much about the structural collocation of grammar in the process of extraction and use, which leads to confusion in vocabulary use. Chunk teaching can help students to store the basic chunks of English in their brains and quickly extract and use them in language communication, which is helpful to improve the fluency and accuracy of students' language.

Fourthly, the application of chunk theory in college English vocabulary teaching.

Vocabulary teaching has always been an important part of college English teaching. For many years, college English teachers have been exploring an appropriate and reasonable vocabulary teaching model, integrating lexical chunk theory into college English vocabulary teaching, which provides a brand-new idea for teachers to explore modern vocabulary teaching methods.

1. Help students to establish lexical awareness and expand their vocabulary.

In the teaching process, teachers can help students to establish the awareness of lexical chunks and let them know that language is composed of lexical chunks, which exist in spoken and written language. Students can learn about the specific forms of lexical chunks through examples, such as compound words, multi-words and fixed collocations. This method is helpful to enlarge students' vocabulary and improve their sensitivity to lexical chunks.

2. Guide students to find various types of lexical chunks and improve students' interest in learning languages.

Chunks are large language structures composed of multiple words, which are easy to find in texts. In the teaching process, teachers can guide students to find out various types of lexical chunks in the text in a timely and appropriate manner, guide students to use the language structure with large lexical chunks to remember words and understand articles, and encourage students to read more extracurricular books in this way to expand the amount of language reading. These chunks with certain functions can greatly improve students' interest in language learning, as well as their initiative and enthusiasm in learning.

3. Help students understand lexical chunks and strengthen their comprehension ability.

Chunks are the unity of structure and meaning, and different types of chunks have different structures and meanings. Teachers need to explain various types of lexical chunks to help students understand their different structures and meanings. For example, get/ being used to do something and being used to do something are fixed together. They are similar in structure, but different in meaning and usage. In a sense, the former means getting used to doing something, while the latter means doing something often in the past. Structurally, the former is to do something, and the latter is to do something to help students understand lexical chunks, which is helpful to strengthen students' understanding ability. 4. Conduct chunk training to help students remember and enhance their self-confidence.

Language needs constant training and consolidation to master. On the basis of students' understanding of the structure and meaning of lexical chunks, teachers need to train students in lexical chunks to help them remember. There are various ways to train lexical chunks, usually the following three: (1) reading aloud. Reading is one of the basic skills in language learning. In order to strengthen memory, students need to read the lexical chunks they have learned repeatedly. Teachers can read with students, read in groups, read in different roles, and read personally in class. (2) Recitation: teachers classify lexical chunks, give important lexical chunks, and ask students to repeat them in both Chinese and English; (3) Dictation, we can take irregular dictation in class to deepen students' memory and strengthen students' mastery of chunks. This helps to enhance students' self-confidence in learning a language.