Abstract: Input does not become intake for language learning unless it is noticed. The effect of noticing-enhanced lexical chunk teaching approach is compared with traditional approach in a one-semester experiment. Results show that the new approach is superior to traditional approach in improving students' performance in the use of lexical chunk, their comprehensive English level and writing, while no significant difference is found in listening and reading comprehension. Teaching tasks focused on the enhancement of frequency and saliency of lexical chunks in input and output are proven to be effective in facilitating the lexical chunk's change from input into intake, promoting language processing depth and improving language production proficiency.