Why There Is No Complete List of Chunks of Language?

From time to time, people ask me where they can find a complete list of chunks of language in English.
Some even ask if there is a book that contains all possible chunks with examples.

I understand these questions.

When learners discover that learning English through chunks is one of the most effective ways to develop fluency, they naturally want shortcuts. They believe that having a list will save time and accelerate learning.

In their minds, a “magic list” of chunks seems like the fastest path to fluency.

Unfortunately, this list does not exist.

And it never will.

The Problem with Lists of Chunks

Whenever someone asks me for a complete list of chunks, I immediately realize that they have not yet fully understood what chunks of language really are.

Let me briefly explain.

What Are Chunks of Language?

Chunks of language are natural combinations of two or more words that native and proficient speakers regularly use when speaking or writing.

They are not random. They are stored and processed as units in the brain. The most common types of chunks include:

• Fixed expressions
• Semi-fixed expressions
• Collocations
• Special phrases (polywords)

To understand lexical teaching and learning, it is essential to focus on these four main categories.

Main Types of Chunks of Language

1. Fixed Expressions

These are complete sentences used in specific situations, such as:

• “How old are you?”
• “Thank you very much.”
• “Long time no see.”
• “That’s not the point.”
• “I didn’t see that coming.”
• “What do you do for a living?”
• “So far, so good.”

These expressions are learned and used as whole units.

They are classic examples of chunks.

2. Semi-Fixed Expressions

These have a stable structure with flexible elements:

• “How do you say __________ in English?”
• “Do you mind if I __________?”
• “I can’t seem to __________”
• “Have you ever __________?”
• “If I were you, I’d __________”
• “I wonder if __________”
• This is not as __________ as you think.

The pattern remains the same, but parts can change.

3. Collocations

Collocations are natural word partnerships.

For example:

• make a decision
• heavy rain
• take responsibility
• strong opinion
• throw a party
• go on a diet

Every word combines with dozens — sometimes hundreds — of other words.

There are thousands of collocations in English. That is why creating a complete list is practically impossible. Even collocation dictionaries cannot cover everything.

4. Special Phrases (polywords)

These expressions add naturalness and fluency:

• “By the way”
• “Off the top of my head”
• “All of a sudden”
• “As far as I know”
• “As a matter of fact”
• “From now on”
• “So on and so forth”

They help speakers sound more natural and confident.

There Are Even More Types of Chunks

In my teaching practice and training programs, I focus mainly on these four categories.

However, there are many other types of chunks — each with thousands of real-life examples.

This means one thing:

It is downright impossible to put together a complete and exhaustive list of chunks of language.

And, why is that?

Why Is It Impossible to Have a Complete List of Chunks of Langauge?

Here are three key reasons why this is true:

1. Language Is Constantly Changing

English is always evolving.

New expressions emerge. Others disappear. Meanings shift over time.

This means that any list becomes outdated very quickly.

A “complete list” today will be incomplete tomorrow.

2. Word Combinations Are Virtually Infinite

Every word can combine with dozens, hundreds, or even thousands of others.

Example:
make → make a decision, make progress, make sense, make a mistake, make an effort…

Now multiply this by thousands of words.

The result is mathematically impossible to organize into a single list.

3. Chunks Depend on Context, Register, and Culture

Chunks change according to:

• Situation (formal vs. informal)
• Professional field
• Region
• Culture
• Historical period

Example:
“What’s up?” ≠ “How are you?”

Both are chunks, but used in completely different contexts.

No list could ever capture all these variations.

Teacher, Avoid the Idea os List of Chunks

Fluency does not come from teaching lists.
It comes from developing lexical awareness.

As a teacher, you must help learners:

✔ Identify chunks
✔ Understand patterns
✔ Use them in context
✔ Practice with purpose

This is what builds real fluency.

How to Teach English Lexically and Avoid Lists of Chunks

When you adopt a lexical approach, something powerful happens:

Your learners’ English starts to flow.

This approach is not only for advanced students. On the contrary! The earlier learners start working with chunks, the better their long-term fluency will be.

Students who learn lexically from the beginning are far less likely to get stuck at the “intermediate plateau.”

If you are an English teacher, this approach transforms your classroom.

✔ You stop teaching isolated words.
✔ You stop overemphasizing grammar explanations.
✔ You start teaching how English is actually used.

Your students become more confident. They speak more naturally. They progress faster. And they trust your expertise.

Learn How to Teach Lexically with LEXICAL TEACHER

If you want to master this approach and apply it professionally in your classes, I invite you to join my complete teacher-training program:

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In this course, you will learn:

• How to teach with chunks systematically
• How to build lexical-based lessons
• How to develop students’ fluency
• How to integrate grammar, vocabulary, and pronunciation
• How to position yourself as an authority in English teaching

If you want to become a more effective, confident, and respected English teacher, LEXICAL TEACHER was created for you.

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