【正文】 st saying ―She isdying or she would die soon‖. What if teachers told students ―time‖ means ―時(shí)間、時(shí)光、時(shí)代‖, hardly could students understand these sentences.2) To provide students with lexical chunksLexical chunks, also called lexical phrases, are the linguistic units, larger thansingle words, having integral forms, idiomatically determined meanings andpragmatic functions and occurring frequently in language use. Lewis (1993) firstcoins the term ―lexical approach‖, emphasizing the significant role of the readymadechunks in producing fluent speech. In China, Lian (2001) claimed that English lexicalphrases can improve nativelike fluency, nativelike selection and raise pragmaticconsciousness. Zhang (2004) pointed out the more proficient the English learners arein using English, the more lexical phrases they use in producing their speech withfluency and idiomaticity. If students are provided with enough and adequate lexicalchunks, they can easily predict and interpret what speakers said.3) To improve students‘ listening prehension ability(1) Intensify students‘ wordlistening inputThe classrelated technology development provides teachers with more means toteach and intensify students listening practice. For example, English video clips or5 movies can be valuable resources for language learning. They can provide a largeamount of aural input in a short time and second language learners are highlymotivated to watch visual media for language learning (Chapple amp。 Curtis, 2000).(2) Vocabulary instruction on listening prehensionUsually teachers will give vocabulary instruction on listening prehensionshortly before asking students to listen to the materials. In the present study it has noimmediate effect enhancing listening prehension. The possible reason for theineffectiveness of this prelistening activity can be attributed to the lack of automaticprocesses, as Buck (2001:7) explains: ―When second language learners learn somenew element of a language, at first they have to pay conscious attention and thinkabout it。 that takes time and their use of it is slow.‖ That suggests that students needmuch more time to digest and practice the lexical items and it takes long time toautomatize processing. After short time vocabulary learning, more often than not thestudents are only familiar with the way the word is said when isolated, or out ofcontext. While listening, students just can‘t recognize the new words from the contextand process the meaning of the words they have learned shortly before. In anotherword, the new words learned shortly before listening are still reading vocabulary tostudents. It requires more practice and longer time to be transformed into listeningvocabulary. Therefore, the vocabulary instruction on listening prehension shouldnot be carried out just before listening. A better way is to give relevant vocabularyinstruction the class before the listening class.5.Layout of the thesisThe main body of this paper consists of five chapters, in addition to theintroduction and conclusion parts.The introduction part presents the background information for the currentvocabulary teaching in Higher Vocational Education, the reasons and purposes of theauthor carrying out this research, and provides a general image of this paper.Chapter one reviews the brief history of English language teaching, introducedseveral terms that will be used in the study.Chapter two offers the theoretical framework for the whole study, including6 vocabulary knowledge, lexical chunk and listening prehension.Chapter three is mainly about the research design and how the research is carriedout.Chapter four gives out the results and analysis in the experiment implemented inchapter three. It also provides the findings of the experiment in the end of this chapter.Chapter five is about the proposals for vocabulary teaching on listeningprehension in Higher Vocational Colleges.The last part is the conclusion part, which reflects on the research and provideslimitations and suggestions about the study.7 Chapter One Literature Review A brief history of English language teachingThis part, which briefly reviews the history of English language teachingmethods, will provide a background for discussion of the methods adopted invocabulary teaching. It has been estimated that some sixty percent of the worldpopulation is multilingual or at least bilingual, leading to the phenomenon thatbilingualism or multilingualism bees the norm rather than the exception.Today English is the world‘s most widely studied and applied foreign language.TheoldestacknowledgedteachingmethodmaybeknownastheGrammarTranslation Method. Many leading exponents suggest GrammarTranslationwas the offspring of German scholarship, whose object was ―to know everythingabout something rather than the thing itself‖ (W. H. D. Rouse, quoted in Kelly1969:53). And Grammar Translation was actually first known in the United States asthe Prussian Method. (In 1945, an American Classics teacher named B. Searspublished a book entitled The Ciceronian or the Prussian Method of Teaching theElements of the Latin Language [Kelly 1969]) In GrammarTranslation, 1) Majorfocus is put on reading and writing, while speaking or listening attract little or nosystematic attention。 2) Vocabulary is solely selected from reading materials andwords are mainly required to be memorized out of bilingual word lists。 the sentence isthe basic unit of teac