The Application Of The Context Theories To The Vocabulary Teaching In Middle School

The meaning of the word is restricted by context. The connotation can't be determined without the help of the context.This paper combines the actual situation in the middle school 10 explore how to apply context theories into vocabulary teaching. The purpose is to arouse the students' interest, get a deeper understanding about the word meaning, stimulates students to think actively, strengthen their memory, help them make use of the relative context to grasp the connotative meaning of word completely and accurately and use the words they have learned to express their idea appropriately.The paper first discusses different types of meaning, three types of context.The paper has expounded the application of grammatical context, lexical context, verbal context, context of culture and context of siruation. With the help of grammatical context, we can make students understand that the same word used in the different grammatical structures may have different meaning, certain words can be only occurred in a particular grammatical context, and differem parts of speech may have different functions in the sentence. In other words, in grammatical context, the syntactic structure of the context determines various individual meaning of a polysemous word. With the help of lexical context, students can study the collocative relationship and the collocative meaning of the word. I: shows that the main factor in bringing out the individual meaning of a certain wors is the meaning of the lexical items with which the word is combined. With the heip of verbal context, students not only understand the word meaning according ro the verbal context, but also get the clues of guessing word from it.Language is a part of culture and plays a very important rcie in it. Students in the middle school lack cultural background, of the vocabulary they learn. Thhis paper expounds some knowledge connected with cultural comens. The paper hasstudied the differences between Chinese-English and word meaning. It also discusses the culturally-loaded meaning of word in term of figures and of speech shows how to explain the socio-cultural meaning of words to students.The author suggests that vocabulary teaching in the middle school should be integrated with the context. It not only reflects the creativity of English teaching but also embodies English teachers' ability to apply context theories to teach English vocabulary. As long as teachers in the middle school consider the actual situation in the middle school, and employ context theories in their teaching and different method to different students, vocabulary teaching will certainly achieve good result.