本文是一篇英语教学论文，本研究将基于词块教学法，以组块理论、输入假说以及人本主义理论为指导，将大学英语阅读与自主学习能力培养相结合，旨在为学生创造一种活跃、自主的学习环境，从而提高其英语阅读的积极性，进而研究其英语阅读方面的自主学习能力。
Chapter 1 Introduction
1.1 The Background of the Study
In the contemporary world, economic globalization and technological advancements have facilitated the interconnection of people from diverse regions and nations. China’s communication with the international community is growing closer, and English, as a global language, is increasingly being mastered and utilized. Therefore, there is a growing demand for individuals who are proficient in English in China. In the teaching of colleges and universities where science and technology and teaching methods are deeply integrated, the success of cultivating college students’ autonomous learning ability is an important factor in measuring the success of teaching. In 2020, the Ministry of Education released the Guidelines on College English Teaching. The guidelines emphasize the importance of cultivating students’ ability to apply English, enhancing their intercultural communication awareness and competence, developing their ability to learn autonomously, and improving their comprehensive cultural literacy. The aim is to equip students with the ability to use English proficiently in their studies, daily life, social interactions, and future careers, while also fulfilling the requirements of the state, society, school, and personal growth. At the same time, in recent years, the direction of university English tests has shifted towards examining candidates’ comprehensive language abilities. This aims to test their ability to access effective information in real-life language environments, as these abilities cannot be cultivated in the classroom alone. This change reflects the objective need for students to learn English autonomously.
1.2 The Purpose and Significance of the Study
Cultivating the autonomous learning ability of students in English reading based on the theory of lexical chunks embodies the teaching concept of being human-oriented. The application of the lexical approach to college English teaching can make students realize the real meaning and value of learning English from English reading, make students become the real masters of learning, help students improve and maintain their learning motivation, face the learning tasks with a positive mindset, and help to promote students’ autonomous progress. This is the development of the teaching philosophy with the times and the beneficial exploration of the classroom teaching model. Based on the chunking theory, input hypothesis, and humanistic theory, this study investigates the effect of lexical approach on college students’ autonomous learning ability in English reading, which can enrich the related theories of cultivating autonomous learning ability in English reading to a certain extent.
It is highly practical to employ the lexical approach for teaching English reading. For students, English reading teaching based on lexical chunks can provide students with an efficient learning method, improve the reading speed, reading comprehension, and reading accuracy, cultivate their self-monitoring ability, and guarantee the sustainable growth of their autonomous learning ability. In addition, enhancing autonomous learning abilities in reading is beneficial for establishing a strong foundation for their development of spoken and written English skills. For teachers, reading teaching based on lexical chunks can change the current English language teaching practices at the university level and ultimately enhance the quality and efficacy of English reading teaching.
Chapter 2 Literature Review
2.1 Overview of Lexical Chunks
2.1.1 Definition of Lexical Chunks
Miller (1956) pioneered the concept of “chunk,” establishing a psychological foundation for exploring lexical chunks. Subsequently, there has been a growing number of academics focused on studying lexical chunks and achieving significant advances. Rega
