Abstract: Based on the study on teaching of lexical chunks of English majors in Fujian Normal University, it is found that chunk learning can promote English majors' listening comprehension level as a whole. In the process of listening, there is an interaction between students' different English levels and chunk learning. The low-level students make the greatest progress in listening comprehension; the middle-level students take the second place; and the high-level students make the smallest progress. However, the high-level students always achieve the best results before and after the experiment. Chunk teaching is positively related to the improvement of mini-lecture and interview. The automatic procedural features of listening chunks in TEM-8 can radiate the effects of listening comprehension from multiple levels and perspectives on discourse clues and discourse prediction.