EFL Lexical Chunk Teaching in Chinese Senior High School: Current Practices and Challenges

• Published in: Theory and practice in language studies 2023-09, Vol.13 (9), p.2227-2235
• Main Author: Zheng, Fen (Grace)
• Format: Article
• Language: English
• Subjects: Book publishing; Curricula; Education; English as a second language; English as a second language instruction; English as a second language teaching methods; English proficiency; English teachers; Evaluation; Foreign language learning; Grammar; Grammar lexicon relationship; High school students; High Schools; Knowledge; Language; Language Proficiency; Language Skills; Learning Processes; Lexicology; Literacy; Mental lexicon; Methods; Qualitative research; Research Methodology; Second Languages; Secondary schools; Skills; Students; Study and teaching; Teachers; Teaching; Teaching methods; Vocabulary Development; Writing
• ISSN: 1799-2591; 2053-0692
• DOI: 10.17507/tpls.1309.08

The ability to effectively use vocabulary is a crucial aspect of language learning, and the development of this skill requires extensive exposure to idiomatic words and expressions. Previous research has shown that the main difference between intermediate and advanced English as a foreign language (EFL) learners is the size of their mental lexicon rather than their knowledge of grammar. In fact, the key to language learning progress is not the understanding of individual words or grammar, but the ability to assimilate the dynamic connections between different words. The use of lexical chunks has been identified as a key characteristic of proficient language learners (Schmitt, 2000). However, in the teaching context of this study, the use of lexical chunks has not been effectively emphasized in EFL education. In order to explore the reasons for this lack of emphasis, this qualitative study will interview three in-service EFL teachers to examine their teaching methods and identify potential factors that may contribute to the underutilization of lexical chunk instruction. The findings of this study will provide insight into ways to improve the teaching of lexical chunks and ultimately enhance the language proficiency of EFL learners.