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【Abstract】 Consider the vital role of prefabricated chunks in SLA concluded by many researches, the researcher intends to put the theories of prefabricated chunks into language teaching field by designing a research on the application of chunks in English teaching at higher vocational college.【Key words】Research；Prefabricated chunks 1. Significance of the research
As a good grasp of grammar and a wide vocabulary are considered primary in English writing, a great number of teachers in the writing class prefer emphasizing the importance of vocabulary and language points in explanation of text, regardless of the appropriate application of them. Therefore, it is no wonder why a large number of learners who passed CET 4 or even CET 6 would still feel frustrated when facing writing tasks. As we know, a good essay is not a simple fact of piling up of words and phrases, though large amount of vocabulary will exactly lay the sound foundation for good writing. The plain truth is that students have not achieved remarkable improvement in English writing after many years’ learning, even though they have mastered grammar, memorized enormous words and aware of the skills of essay writing. The key to the problem is their failure in combining grammar and words appropriately to express their ideas fluently and accurately as native speakers do in essay writing.
This can interpret why more and more attentions have been drawn to the studies on the prefabricated chunk, an exemplar of such a combination (eg. Yang, 1999; Yan, 2003;Yao, 2004). According to psycholinguistics, prefabricated chunks are preconstructed multi-word meaning units, which can be frequently used as stock patterns. They are of great importance to communication, especially speaking, constituting around seventy percent of daily utterances (Altenberg
As a good grasp of grammar and a wide vocabulary are considered primary in English writing, a great number of teachers in the writing class prefer emphasizing the importance of vocabulary and language points in explanation of text, regardless of the appropriate application of them. Therefore, it is no wonder why a large number of learners who passed CET 4 or even CET 6 would still feel frustrated when facing writing tasks. As we know, a good essay is not a simple fact of piling up of words and phrases, though large amount of vocabulary will exactly lay the sound foundation for good writing. The plain truth is that students have not achieved remarkable improvement in English writing after many years’ learning, even though they have mastered grammar, memorized enormous words and aware of the skills of essay writing. The key to the problem is their failure in combining grammar and words appropriately to express their ideas fluently and accurately as native speakers do in essay writing.
This can interpret why more and more attentions have been drawn to the studies on the prefabricated chunk, an exemplar of such a combination (eg. Yang, 1999; Yan, 2003;Yao, 2004). According to psycholinguistics, prefabricated chunks are preconstructed multi-word meaning units, which can be frequently used as stock patterns. They are of great importance to communication, especially speaking, constituting around seventy percent of daily utterances (Altenberg