Context-Based English Vocabulary Teaching In Senior High School

Vocabulary learning is an important tache in language learning so that English teachers in senior high schools attach great importance to vocabulary teaching. However, through the research of the vocabulary teaching actuality in senior high schools by means of questionnaire, interview and class observation, etc., vocabulary teaching according to context makes us worried. There exist some shortcomings in senior high school English teaching. In the course of vocabulary teaching, teachers use single teaching method to teach vocabulary out of context. As a result, students only take notes automatically and recite words to learn vocabulary not on the basis of context. They know little about context knowledge and pay little attention to it, so they lack a sense of context consciousness. In fact, the context restricts the understanding of the word meaning and the expression of word meaning depends on the context. Context is the key to vocabulary teaching. Because of the present situation of vocabulary teaching, the thesis mainly disserts context knowledge and discusses the functions of the context in vocabulary teaching and how to apply context theories into vocabulary teaching and learning in order to form English vocabulary teaching model based on context in senior high schools.Chapter 1 briefly introduces the meaning and frame of the thesis. Chapter 2 reviews the development of context theories and the dissertation on the definition, classification and function of context by Chinese and foreign scholars. Chapter 3 explains two important concepts: word and vocabulary, discuss the development of vocabulary teaching and the upgrade of vocabulary teaching status. In this chapter, we mainly discuss the effect of restriction and interpretation (the two main functions of context) in vocabulary teaching. The main effects are the following: To confirm the idiographic meaning of a polysemic word, to eliminate vagueness and difference of the word meaning, to differentiate and analyze synonyms, to make certain what a pronoun refers to, etc. Chapter 4 applies context theories into practice in vocabulary teaching, makes use of hint knowledge and clues of the context to cultivate the ability to guess meanings. In the course of vocabulary teaching, we use sentence context, paragraph context and text context to learn vocabulary, use words by making sentence, cloze, rewriting text, reading and writing compositions, and consolidate vocabulary through creating context of situation and making dialogues .Chapter 5 is a conclusion.The author believes that senior high school English vocabulary teaching should be integrated with context according to dissertation and discussion about the context theory so as to establish English vocabulary teaching model based on context in senior high schools. The thesis focuses on the research and practice in the following aspects: to guess word meaning in the context, to teach vocabulary in the context and to use vocabulary in the context, in order to improve effect of vocabulary teaching. Through a term' s experiment, the contrastive research of the two tests and the data analysis, we can draw a conclusion that the English vocabulary teaching model based on context in senior high schools is conducive to the improvement of English teaching effects.