Abstract：

This study investigates the impact of lexical chunk theory on learning engagement in continuation tasks within the context of second language acquisition (SLA). Grounded in the theoretical frameworks of lexical chunk theory and learning engagement, the study examines how chunk-based instruction enhances learners' behavioral, emotional, and cognitive engagement in continuation tasks. A mixed-methods approach was adopted, incorporating a quasi-experimental design, questionnaires, textual analysis, and semi-structured interviews. Participants included 60 first-year non-English majors from two intact classes at a vocational college, assigned to an experimental group (receiving systematic lexical chunk instruction) and a control group (following traditional continuation task pedagogy) over a 12-week intervention. Results indicated that lexical chunk instruction significantly improved students' learning engagement across all three dimensions, evidenced by higher scores on the learning engagement scale, increased frequency of lexical chunks in writing outputs, and enhanced classroom interactions. Qualitative data further revealed that chunk-based instruction reduced cognitive load, improved affective experiences, and strengthened metacognitive awareness of learning strategies. These findings underscore the potential of lexical chunk theory in optimizing the efficacy of continuation tasks and fostering holistic learning engagement among L2 learners.

Key Words：

lexical chunk theory; continuation task; learning engagement; second language acquisition (SLA); mixed-methods research