A Study On The Application Of Context-based English Vocabulary Teaching In Senior High Schools

English vocabulary teaching plays an important role in English learning,especially for senior high school students.So far,many researchers have devoted themselves to exploring highly efficient way of teaching English vocabulary.Among these methods,the application of context-based English vocabulary teaching has been regarded as an efficient way which has been already put into practice.According to the requirements of English vocabulary teaching in National English Curriculum Standards for Common Senior High schools in 2017,vocabulary teaching and learning should be connected with context.However,in the process of practice,there are still some aspects which need to be improved.Most of students keep a negative attitude towards English vocabulary learning because they haven’t mastered efficient and scientific vocabulary learning strategies.Besides,in traditional and single vocabulary teaching,students’ vocabulary competence is not so satisfactory.Thus,in order to solve current problems in English vocabulary teaching,this study has explored the effect of applying context-based English vocabulary teaching in terms of students’ attitudes,vocabulary learning strategies and vocabulary competence.In this thesis,a brief introduction to the definitions and categories of context has been involved.On the basis of applying context-based English vocabulary teaching,the author conducts this research which has lasted about three months in a senior high school.There are totally 80 senior high students which are divided into two classes to participate this research.One class is controlled class(CC),the other is experimental class(EC).In these two classes,the author adopts traditional way of English vocabulary teaching in CC,but in EC,context-based English vocabulary teaching is adopted.In the process of experiment,questionnaires,tests and interview are used to collect data.Through analyzing the data of questionnaires,students’ vocabulary learning strategies and their attitudes towards English vocabulary learning have obviously changed in EC.From the perspective of their attitudes towards English vocabulary learning,before experiment,most of students in experimental class admitted that they were not interested in English vocabulary learning,and they also deemed that vocabulary learning was boring.However,by analyzing the results of post-questionnaire and interview,it finds that most of students have changed their previous negative views about English vocabulary learning and become more interested in vocabulary learning.From the aspect of students’ English vocabulary learning strategies,students in EC are accustomed to memorize and learn words by mechanical way.They prefer to look up new words in dictionary.Moreover,after experiment,students have begun to connect words with a certain context when they learn or memorize words.They also have acquired the way of guessing new words’ meaning by co-text.Besides,according to analyzing the results of pre-test of the two classes,the researcher finds that there is no significance difference before experiment between the average score of students’ vocabulary competence in these two classes.Nevertheless,after experiment,the mean score of students’ English vocabulary competence in EC is obvious higher than the mean score of CC.Specifically,compared with pre-test results,among the sections of width and depth of words and words applying in context,students in EC have higher scores than students’ in CC.Thus,the researcher has drawn a conclusion that the application of context-based English vocabulary teaching can better develop students’ vocabulary competence.Eventually,through this study,the author hopes that more and more English teachers in schools can realize the current problems in English vocabulary teaching and adopt high efficient way of teaching vocabulary instead of teaching vocabulary out of context.