| Vocabulary plays a significant role in a language. Vocabulary acquisition is crucial to second language learners, it is regarded as an essential part of English teaching. Receptive vocabulary and productive vocabulary are two different stages of vocabulary acquisition. Vocabulary must be transferred from receptive stage to productive stage as quickly and efficiently as possible, if second language learners want to gain comprehensive vocabulary competence. However, researches show that low transferring exists in Chinese learners in English class. Therefore, how to improve English learners'transferring receptive vocabulary to productive vocabulary is a challenging problem to language teachers.The paper aims to answer two questions:1. Can context teaching make the students better involved in vocabulary learning? 2. Can context teaching help transfer receptive vocabulary to productive vocabulary? In order to get the answers, action research and context teaching were adopted.52 freshmen from non-English major of Tianhe College participated in the research. Interview, questionnaire and pre-test were used for preliminary investigation. Then context teaching was adopted to train students. After training, students completed a post-test and a questionnaire about their vocabulary acquisition.After the results of two questionnaires and two tests were analyzed, we find that students were better involved in vocabulary learning in terms of their attitude towards vocabulary acquisition and methods of vocabulary learning. The Paired-Samples T test was used to analyze the ratio of transference from receptive vocabulary to productive vocabulary, and the results show that there are significant differences between the pre-test and post-test. Therefore, context teaching does good to improving second language learners' attitude and learning methods towards vocabulary acquisition and it can significantly enhance the efficiency of transferring receptive vocabulary to productive vocabulary. |
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