A Contextual-based Action Research On Vocabulary Teaching In Senior High School

Vocabulary is the basic part of the language,which can improve student’s ability of listening,speaking,reading and writing.Therefore,vocabulary teaching is the key in high school English teaching.The effect of vocabulary teaching decides whether the English teaching aims can be achieved.Due to the limited teaching time,heavy learning tasks and huge stress of tests,many high school teachers choose to teach vocabulary directly away from the context.And teachers are like a dictionary who impart the knowledge into students,which gets half the results with twice the effort.The new curriculum standard proposed the application of context,but the experienced teachers or new teachers are hard to carry out the theory.To study a method of learning and memorizing vocabulary,this paper explored high school English teaching based on context of situation.There are three questions to explore the approach to the high school English teaching under the context.(1)How to conduct the vocabulary teaching under context situation?(2)Can vocabulary teaching based on context enhance the effect of vocabulary memorizing ?(3)Can vocabulary teaching based on text enhance the student’s interest? This paper applied Action Research to experimental method with New National English Curriculum Standards(2017).After the two months’ experiment,the results show that vocabulary teaching through context can help students master learned words efficiently and improve their interest of learning English.