Context Theories And English Vocabulary Teaching In Senior High School

Vocabulary teaching is an integral part in foreign language teaching, for vocabulary is central to language and of critical importance to language learners. Nevertheless, in middle school in china, vocabulary teaching and learning is time-consuming but inefficient. Vocabulary has become a great burden for most students. This thesis is an exploration of vocabulary teaching from theoretical and practical perspectives, aiming at putting forward a more efficient and practical method of vocabulary teaching. Through experiment, the author believes that vocabulary acquisition in context can improve students'interest in vocabulary learning and has a positive effect on developing students'vocabulary learning strategy. It also helps students enhance their vocabulary and improve their integral English competence.This thesis consists of five chapters. In chapter one, the author firstly gives a description of the current vocabulary teaching situation and the significance of the present study, and then puts forward three hypotheses on whether context has a positive effect on students'vocabulary acquisition. In chapter two, she mainly deals with two important concepts—context and vocabulary teaching. On the one hand, the author traces the development of the studies on context theories both abroad and at home, its classifications and functions. And on the other hand, the author has a discussion on the definition of vocabulary, its width and depth, and the historical trends in vocabulary teaching. The purpose of this part is to provide a theoretical basis for the suggestions of how to teach English vocabulary from context in chapter four. Chapter three introduces the design of the experiment and its detailed procedure. Through data collection and data analysis, the author testified that her hypotheses were correct. Based on the theoretical discussions in chapter one and chapter two, and the experiment done in chapter three, chapter four proposes a systematic model of vocabulary teaching in middle school, that is, the application of context theory in the process. Chapter five is a conclusion of the whole thesis. Meanwhile, the author points out the limitations and suggestions for further research.