Language chunks theory is the crystallization in the English teaching. It can not only be applied to English teaching, but also used for all language teaching, especially for teaching Chinese as a foreign language. However, domestic Chinese language chunks theory is still in the initial stage. The theories which can be used for foreign language teaching are even rare.This article through summarizing the domestic and foreign language chunks theory, on the basis of the service of teaching Chinese as a foreign language, puts forward the concept ofand gives the definition of it, and takes the solidification degree of lexical chunks as a standard of sorting principles. It is sorted into three kinds that are fixed structure, half fixed structure and free structure. It is further detailed divided into six small kinds that are fixed language, parenthesis, word level frame structure, sentence frame structure and high frequency collocation.According to the definition and classification standard of the practical Chinese languagechunks, it takes frequent used characters and words in Chinese Character1234and Chinese Level Vocabulary and Chinese Characters Grade Outline as the screening object, constructs frequent used Language chunks into3big kinds, and6small kinds, with a totally volume of675.For further investigation of the situation for the practice of language chunks theory in teaching Chinese as a foreign language, this paper takes New Expert Chinese in30Days (primary, intermediate, advanced) as the analysis research object, and discovers that the Chinese language chunks theory is not so satisfactory in the application for the teacher, teaching materialsand methodologies.Finally, this paper on the basis of the present situation puts forward some suggestions from the perspective of the teacher, teaching materials and methodologies for the Chinese language chunks theory and teaching practice.
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