词汇是学好语言听说读写各个方面最基础的部分。词汇量少不仅会影响学语言的效果，还会影响学习兴趣。当下课程改革对学生英语词汇量的要求越来越高，这与我们现实教学中学生词汇量差、词汇学习策略不当形成鲜明的对比。许多学者已经从不同的研究视角或理论基础来证明各种词汇教学法的有效性和实用性。研究方法上，大部分研究都非实证研究或描述性研究。研究视角上，大部分研究以认知心理学、认知语言学、语义和文体学、语用学为主。 该研究以组块理论为基础，结合课堂观察，案例分析，访谈，问卷调查和行动研究来回答三个问题：第一，词块理论是否有助于学生的词汇学习？如果是，有何作用？如果否，是什么原因造成的？第二，对于采用词块理论学习词汇，学生持什么态度？第三，教师对词块教学的效果持什么态度？为了回答以上研究问题，本研究首先确定了研究对象，包括俩教学班学生和他们共有的英语老师。其次，对学生进行了为期一周的课堂观察，同时基于访谈、测试和问卷调查，本研究了解了词汇教学的基本情况，并获得了学生对于词汇教学的总体反响。预调查结束后，在充分了解了学生情况的基础上，笔者指导教师实施为期四个月的组块理论教学，并持续课堂观察。最后，通过词汇测试看研究实施前后的成绩变化，通过问卷调查和采访来看学生和老师对于词块理论得看法。 研究发现，第一，组块词汇教学能让学生进一步了解词汇的构造，增加学生的语言输入和输出成效，从而提高学生的学习词汇的效果；第二：学生认为词块理论能够弥补没有词汇学习方法的空缺，并发现自己词汇学习中存在的问题；第三，教本研究对象的英语老师认为词块理论能够让学生更加系统的了解词汇，提起学生对于词汇学习的兴趣。因此词块理论不仅能够使原本枯燥无效率的词汇学习变得有趣和有效，并且还能帮助学生提高综合语言运用能力。

Vocabulary is the basis for learning a language. The small vocabulary bank not only affects your language output, it can also affect interests of language learners. After the curriculum reform, we can clearly see that it has made higher requirements for the English vocabulary learning in high school, requiring more complex words and choosing more appropriate words to express oneself. There are many researchers who have studied the validity and applicability of vocabulary teaching, mainly based on non-empirical research or descriptive research, and based on psychology, cognitive linguistics, semantic and stylistic, and pragmatics. This research combine the case analysis, action research, questionnaire, and interview methods to study the effectiveness of chunk theory in vocabulary teaching in order to answer following questions: (1) Is the lexical chunks useful for students to memorize the vocabulary? If yes, how? If not, what caused the problem? (2)What’s the students’ attitude towards lexical chunk learning methods? (3) What is teacher’ attitude towards the implementation of vocabulary teaching based on lexical chunk? In this research, first, the author chooses the research objects, which is the two class members of a senior middle school in Hohhot who have the same teacher. Then, the author do the questionnaire, pre-research test and make classroom observation for one week to understand the teacher’s vocabulary teaching method and students’ opinions about the current vocabulary teaching. After knowing the current situation, the author implement a teaching plan based on chunk theories which lasts four months. During the implementation of the teaching plan, the same case analysis, and class observation are conducted. After the implementation of the teaching plan, the post-test is conducted to see if there is any improvement in students’ test scores and questionnaire and interview are conducted to see what the students and the teacher think of the teaching plan. In this research, it is found that first, chunk theory helps students understand more about the formation of vocabulary, improve the efficiency of language input and output, thus improving students’ vocabulary learning efficiency. Second, the students think that chunk theory are useful for their vocabulary learning, and help them find out their problems in vocabulary learning. Third, the teacher who teaches the research object thinks that chunk theory helps students know about the formation of vocabulary systematically and arise students’ learning vocabulary interest. Therefore, chunk theory can make the boring and monotonous vocabulary learning process interesting and efficient, and help them improve their comprehensive language output.