Repetition-Focused College English Vocabulary Teaching Based On Context

The Context theory has been the focus of research in linguistic field in recent years.In1923, a polish humanist Molinowski, first mentioned the concept "context". He said:words are closely related to situations and language environment is essential to theunderstanding of a language.It is impossible for teachers to spend much time on vocabulary teaching. The writeris confident that the discussion which is done in this present paper should be helpful to theteaching of words in college English.This thesis aims at research the current situations teaching vocabulary with repetitionin context can help students to remember words longer and enhance students’ integralEnglish achievement in English vocabulary teaching in universities. The subjects are85non-English major students at Liaoning Financial College. There are43students in theexperimental class. My paper repetition-focused college English vocabulary teaching basedon context method was adopted in the experimental class. After reading the context, theteacher asked the students to know words based on context, understanding the meaning ofthe word based on context because context provides vocabulary with distinct meaning.After experimental class, teachers also asked students to repeat these words based oncontext. There are42students in the control class. The methods of traditional instructionwere adopted in the control class. The teacher listed the words, told the students the wordsdirectly after reading words. After this class, teachers asked students to repeat these words.One vocabulary test and two English integral achievement tests are employed as theinstruments, whose difficulty equivalent CET-4level. The author conducts the research byusing a vocabulary test. During this study, the author first wants to know whether teachingvocabulary with repetition in context could help students remember words longer thantraditional approach, and enhance student’s English integral achievement more thantraditional approach. Results show that teaching vocabulary with repetition in context notonly help students perform better in long term memory than traditional approach, but alsoenhance students English integral achievement more than traditional approach. Contextsupplies distinct meaning to vocabulary. Repetition enhances memory. Context andrepetition work together, the students perform better in long term memory.