| The teaching of vocabulary,which is taken as task with difficulties in the views of vocational schools,in fact might be not only time-consuming but also ineffective as a result.The meaning of the vocabulary is largely affected by the context,so the researcher carries out an experiment in a vocational school and tries to prove these two questions:1.Can students' attitudes on vocabulary learning be improved through English vocabulary teaching based on context theory?2.Can students,vocabulary test scores be improved trough English vocabulary teaching based on context theory?The researcher refers to considerable achievement of applying context theory to English vocabulary teaching at home and abroad.The theoretical framework in this thesis are Context Theory and Information Processing Theory.56 second year students from two classes are chosen to take part in this experiment.Research instruments including questionnaire,vocabulary test and interview,which are used before and after the process.The experiment is conducted for 15 weeks.Pre-test contains a proficiency test and a questionnaire.All of the students in these two classes take part in the proficiency test to prove the results of significant differences in their English proficiency between the controlled class and the experimental class.The material of the proficiency test adopts 2016 Practical English Test for Colleges(in June)and the questionnaire just carries out in experimental class.The specific objectives are to get information about EC students' attitudes on English vocabulary learning before the experiment.The questionnaire reads Gu Yunqing&Johnson's Vocabulary Learning Survey Questionnaire(VLSQ)(1996)for references.The experiment is conducted once a week,in total of 13 classes.The teaching materials are original English literature works,here mainly refers to the adolescent literature.First and the last week are for data collection.In addition to this,the process of the English teaching in two classes still follow the original syllabus and the teaching objectives of both classes are target vocabulary and acquisition of target culture knowledge,but the teaching methods for two classes are quite different.Context-based vocabulary teaching method is used for experimental class,the researcher uses original English literature works as means,English literature works mentioned here mainly refers to the adolescent literature.Integrating linguistic context,situational context and cultural context into English vocabulary teaching.While traditional teacher-centered teaching method still used in the controlled class,and teacher just explains literature works sentence by sentence,no more creative works.In post test stage,the researcher adopts a vocabulary test,a questionnaire and interview to examine and prove the result of the experiment.All of the Students in two classes participate in vocabulary test to see whether students' vocabulary test scores in the experimental class is better than controlled class.Vocabulary test reads vocabulary test of Laufer,Nation(1999)and Webb(2009)for refrences,which includes productive vocabulary knowledge and receptive vocabulary knowledge.Only the students in experimental class take part in the same questionnaire again,the purpose is to investigate whether students' vocabulary learning attitudes be changed compares to the data before the experiment.Except questionnaire,the researcher offers students of experimental class with an interview to further analysis whether students' attitudes on English vocabulary learning be changed,and to further confirm the results of the questionnaire.All data is analyzed with SPSS software.The research concludes from the Research Question 1 that students are beneficial for forming good vocabulary learning attitudes by means of English vocabulary teaching based on context theory.The research reaches the conclusion from the Research Question 2 that English vocabulary teaching based on context theory plays a crucial role in improving students' vocabulary test scores. |
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