Research On The Application Of Context Input In High School English Vocabulary Teaching

Vocabulary is an important aspect of language knowledge and serves as the basis of language skill development. Function and infinity of vocabulary allow vocabulary teaching to be an integral part of language learning of every stage. High school English teaching stage is a crucial stage for English learning, which leads vocabulary teaching to be an essential aspect of discussion, exploration and research on high school English teaching theory and application. In traditional teaching approach, through rotten learning, many high school students cannot understand proper meaning of the learned vocabulary or properly and flexibly use them. This phenomenon arises from two reasons. On one hand, decontextulized vocabulary teaching and inadequate context input cause students'neglect of context where meaning comes from and context knowledge of vocabulary. On the other hand, homographs, which come frequently in English,and difference between synonyms in context and meaning confuse learners. To solve the two problems, context and context strategies are indispensable in explaining and restraining word meaning. Therefore, context input in a proper way is desired to enrich context knowledge of students and to develop their conscious use of context and context strategies.This paper is intended to explore how to make the most of context theory to improve vocabulary teaching in high school. The exploration is to be based on the author's investigation into the application of context input in high school vocabulary teaching and learning, students'use of context strategies and causes of the problems.This thesis first reviews the literature on vocabulary and context, including definition and type of vocabulary, teaching content of vocabulary, views and ways of vocabulary teaching in major English teaching approaches, definition, type and function of context. Following is the exploration into the function of context and application of context theory in vocabulary teaching and learning. It is hoped that the review and exploration can be of assistance to high school English teachers in forming their systematic and comprehensive understanding on the values and aspects of context application in English vocabulary teaching and learning and provide theoretical guidance for applying context theory.The next part is an empirical research carried out through questionnaires, interviews and class observation on the current situation and problems of context input in vocabulary teaching and learning applied in high school English class, and the general situation of students'vocabulary learning. In the research, it is found that context input plays an important part in effectively promoting vocabulary learning, but some problems exist in application.After that, a discussion is made on valuable experience and problems in application. It is derived that conscious use of context, various context knowledge and context strategies are of great importance in English teaching and learning. Meanwhile, some problems are further anal sized, including casual arrangement of teaching time, inadequate context input, form simplicity of context, neglect of students'errors in using context, weak awareness of context and ineffective use of context strategies. To deal with the problems, the suggestions are made with the hope that they will offer help to improve high school English vocabulary teaching and learning and enlightenment to teachers in better use of context theory in high school English teaching.