An Empirical Study On The Context-based Theory To English Vocabulary Teaching In Senior High School

Vocabulary,as the foundation of language knowledge and language skills,plays a vital role in English teaching.The new curriculum standard（2017 edition）requires vocabulary teaching to be carried out in a specific context.Context can define and confine words’ meaning,so there are thousands of meanings of a word in different contexts.However,in terms of the current situation of English teaching in Senior High School,vocabulary has been detached from context.Based on the background,this research attempts to apply context theory to English vocabulary teaching in senior high school to improve students’ vocabulary use ability.The thesis aims to conduct context-based vocabulary teaching more effectively with the three research questions:1.What effects does context-based English vocabulary teaching have on students’ attitude and interest in vocabulary learning?2.What are the changes in students’ vocabulary learning strategies after applying context-based English vocabulary teaching?3.What effects does context-based English vocabulary teaching have on students’ vocabulary use ability?In order to verify the above research questions,the author conducts a four-month empirical study on students in two parallel classes,which are regarded as experimental class and control class respectively.This research is divided into three stages.Before the experiment,the researcher adopts questionnaires and tests to look into the situation of English vocabulary learning among high school students.The test results show that the English proficiency of the students has no striking distinction between the two classes;during the experiment,the experimental class is immersed in the context-based vocabulary teaching,while the previous teaching practice,that is,the traditional teaching approach,is still adopted in CC.Tools such as interviews,questionnaires and tests are used to obtain more information and collect data.The test results show that the students in experimental class perform better than those in the control class.Through data analysis and comparison,three research findings have been concluded in this thesis: 1.Context-based vocabulary teaching helps to improve students’ interest and attitude in learning English vocabulary;2.Context-based vocabulary teaching can improve students’ vocabulary learning strategies;3.Context-based vocabulary teaching can promote the vocabulary use ability of high school students.Then,the author tries to put forward some feasible suggestions for teachers and students based on the research results.For teachers,vocabulary teaching should be combined with the corresponding context to cultivate students’ interest and strategies in vocabulary learning.For students,they should establish contextual awareness and develop their own vocabulary learning strategies.Finally,the author points out some limitations of this paper and puts forward corresponding suggestions,hoping to provide some enlightenment for English vocabulary teaching in the future.