The Approaches And Methods To English Vocabulary Learning Through Context In Primary School

With information-based international development, English has been paid more attention to than before and has now become the major course in China's foundational education. English classes have also shown a variety of teaching methods and strategies, but useful researches for vocabulary learning are not adequate, especially for primary school students. The less vocabulary inputting quantity and the boring learning process also affected the increase in students'vocabulary.This paper summarizes a serial of theories such as development of English vocabulary teaching, methods of vocabulary acquisition, classification of context, conditions of context-style vocabulary learning, methods of context-style vocabulary learning, the characteristics of children's language learning, and psychological mechanism of children's language learning in context. Piaget's cognitive theory says, childhood is the most rapid stage of language development, and"application-centred"is the fundamental way to language learning. The context can be understood as the linguistic environment, including contextualized text, certain cultural, social and political schema, and the real situation of speech acts and so on. Contextual learning requires learners to use a variety of context clues to guess the target word through reasoning. Actually, context also provides additional linguistics, semantics, and social information when it provides target words, and these knowledge can help learners understand the target word.This article summarizes author's experience in the implementation of the context-based vocabulary teaching in the primary school, and provides six principles of context-based English vocabulary learning such as contextual contact, contextual generation, interesting context, contextual transfer, virtual reality, cultural transfer. In order to understand the status of English vocabulary teaching and learning in primary schools, I conducted a questionnaire survey covering teachers'ideas, methods, and students'attitudes and vocabulary learning strategies. From the survey, we knew the status of vocabulary teaching was still very low, but teachers paid a lot of attention to reading material. On the other side, those young students were the lack of understanding about context, and they were costumed to using mechanical ways to remember words. Furthermore, quite a few barriers in context-based vocabulary learning still exist.This paper also introduces some updated ways and means of expanding vocabulary corpus according scenes and functions, in line with the psychological characteristics and the actual needs of students. This article pointed out that the ways to expand the contextual space might include a strengthening of the classroom context-style English vocabulary teaching, emphasis on context out of classroom in the English vocabulary learning, expanding their senses of cultural context to improve pragmatic abilities. This article also provides some approaches to creation of discourse context, the classroom context, situational context, school context, social context, and cultural context. In particular, a variety of "invisible English course" case studies and reflection of practice integrate students'English learning activities into a complete system. This high-density, all-round and systematic language environment enhances students'vocabulary learning efficiency, and fundamentally improves students'vocabulary. In this process students acquire new vocabulary habits and ability step by step and make English learning and English applications become an important component and the basic way of their life.