Research On The Application Of Non-linguistic Context In Junior Middle School English Vocabulary Teachin

Vocabulary is one of the most basic elements of language and the basis for the development of language skills.Thus,vocabulary teaching has always been an important part of English teaching.However,affected by traditional vocabulary teaching method,in junior high school,some teachers still use mechanical method to teach vocabulary and students hold a negative attitude towards vocabulary learning,lack effective vocabulary learning strategies,and are poor at vocabulary comprehension and usage.Therefore,teachers must explore scientific and effective vocabulary teaching method to help students improve their vocabulary mastery.The application of context in English vocabulary teaching has received constant attention.Context can be divided into linguistic context and non-linguistic context,and non-linguistic context is made up of situational context and cultural context.Previous studies focused on exploring the application of linguistic context in vocabulary teaching,but there are few empirical studies that combine non-linguistic context with vocabulary teaching.Therefore,it is necessary to research the application effect of non-linguistic context in English vocabulary teaching.Through empirical research,this paper explores the influence on students’ vocabulary learning by creating non-linguistic context in junior high school English vocabulary teaching,and mainly solves the following three questions:(1)Can the application of non-linguistic context to English vocabulary teaching improve students’ vocabulary score?(2)How does applying non-linguistic context to English vocabulary teaching influence students’ vocabulary learning attitude?(3)How does applying non-linguistic context to English vocabulary teaching influence students’ vocabulary learning strategy? Taking two parallel classes in the first grade of one middle school in Jinan City,Shandong Province as the research objects,a four-month teaching experiment is carried out.Non-linguistic context is created when teaching vocabulary in the experimental class,while the traditional teaching method is still used in the control class.A combination of quantitative and qualitative research methods is used in this research.The research tools include questionnaire,vocabulary tests and interview outline,and finally SPSS26.0 is used to analyse the data.As for the experimental results,firstly,in contrast to the control class,the students’ vocabulary test scores in the experimental class are significantly improved,which indicates that the application of non-linguistic context in English vocabulary teaching has effectively improved students’ vocabulary level and promoted vocabulary memorization,comprehension and application ability.And it has different degrees of influence on the vocabulary scores of students at different levels.Among them,the vocabulary test scores of the students in the middle-level group have been improved most significantly.Secondly,the students in the experimental class positively change their vocabulary learning attitude,which is manifested as emotionally enhancing learning interest and confidence,cognitively cultivating context awareness and attaching more importance to vocabulary usage,and behaviorally learning vocabulary more actively.Thirdly,the application of non-linguistic context in vocabulary teaching is conducive to forming scientific learning strategies and students in the experimental class are intend to use the strategies such as guessing word meaning,memorizing,consolidating and using words in specific context,improving their learning efficiency and ability.This research proves the effectiveness of the application of non-linguistic context in junior high school English vocabulary teaching,which has positive influence on improving students’ vocabulary level,changing vocabulary learning attitude and using vocabulary learning strategies.This research can enlighten teachers on exploring new vocabulary teaching mode,improving teaching quality,and developing students’ language skills,learning ability,thinking quality and cultural awareness of core competence.