| Abstract | 第1-10页 |
| 摘要 | 第10-12页 |
| Chapter One Introduction | 第12-17页 |
| ·The research background | 第12-13页 |
| ·An introduction to chunks | 第13-16页 |
| ·Research Objective | 第16-17页 |
| Chapter Two Literature Review | 第17-25页 |
| ·The previous study on chunk abroad | 第17-20页 |
| ·Chunk studies at home | 第20-21页 |
| ·The summary on previous studies and the limit of the present studies on chunks | 第21-25页 |
| Chapter Three Theoretical Frameworks | 第25-30页 |
| ·Cognitive theory | 第25页 |
| ·Connectionism: It actually serves as a paradigm of learning covering both neural networks and parallel distributed processing (PDP) | 第25-26页 |
| ·The competition model | 第26-27页 |
| ·Chunking theory | 第27-28页 |
| ·Register theory | 第28-30页 |
| Chapter Four Empirical Research Design | 第30-34页 |
| ·Questions | 第30页 |
| ·Research methodology | 第30-34页 |
| ·Participants of the study | 第30页 |
| ·Instrument of the study | 第30-31页 |
| ·Procedures of study | 第31-34页 |
| Chapter Five Results and Discussions for the Survey | 第34-45页 |
| ·Descriptive analysis statistic for multiple-choice and translation | 第34-37页 |
| ·Descriptive analysis statistic for seven items of four writing | 第37-40页 |
| ·The relationship between chunk number and the whole quality of EFL learners’writing. | 第39-40页 |
| ·Descriptive analysis statistic for four different stylistic writing and correlation between chunk competence and the quality of EFL learners’writing | 第40-45页 |
| ·Correlation between chunk competence and graph showing | 第40-41页 |
| ·Correlation between chunk competence and letter of application | 第41-42页 |
| ·Correlation between chunk competence and person letter | 第42-43页 |
| ·Chunk competence and remark | 第43-45页 |
| Chapter Six Questionnaire Investigation and Data Analysis | 第45-51页 |
| ·Analyzing the data of the questionnaire to learners | 第45-48页 |
| ·Results and implication | 第48-51页 |
| Chapter Seven Further Discussion | 第51-57页 |
| ·The errors of learners’use of chunks and the problems in students’writing | 第51-52页 |
| ·The differences between native language acquisition and foreign language learning | 第52-57页 |
| ·The difference between natural acquisition setting and traditional instructional setting | 第52-53页 |
| ·The difference between knowing about world and culture and learning language itself | 第53-54页 |
| ·The difference between context acquisition and definition-based learning | 第54-55页 |
| ·The difference between memory-based formulaic system and rule-based analytical system | 第55-57页 |
| Chapter Eight Teaching Implication | 第57-72页 |
| ·The functions of chunk | 第57-63页 |
| ·Nativelike selection & nativelike fluency | 第57-58页 |
| ·Lexical chunks provide motivation | 第58-59页 |
| ·Supporting the social interaction | 第59-60页 |
| ·Help internalize and establish grammatical rules | 第60页 |
| ·Facilitate the acquisition of the deeper and wider lexical knowledge | 第60-61页 |
| ·Discourse functions of lexical chunks | 第61-62页 |
| ·Lexical Chunks as a harmonious balance between the structural approach and the communicative approach | 第62-63页 |
| ·Pedagogical implications | 第63-72页 |
| ·Teaching chunks from context | 第63-64页 |
| ·Culture awareness in chunk teaching | 第64-65页 |
| ·Richards’eight assumptions about what it means to know a word and its teaching implications to foreign language teaching | 第65-68页 |
| ·Teaching chunk variation | 第68-72页 |
| Chapter Nine Conclusions, Limitations and Suggests for Future | 第72-74页 |
| ·Conclusions | 第72页 |
| ·Limitations of the present research and suggests for further study | 第72-74页 |
| Bibliography | 第74-78页 |
| Appendix I | 第78-80页 |
| Appendix II | 第80-86页 |
| Appendix III | 第86-87页 |
| Acknowledgements | 第87页 |
