The Application Of The Context Theories To The Vocabulary Teaching In Junior High School

Since the late mid-twentieth Century, the linguistics research has an important theoretical change:from paying attention to language structure analysis to focus on language function studies, pragmatics, sociolinguistics, psycholinguistics, functional linguistics, cultural linguistics, applied linguistics, social linguistics and so on. they also emerged at that time. Focus on the function of language, The linguistic schools treat the context as a research from the perspective of an important parameter. We can say that the study of context has become one of the hot topics in linguistics nearly twenty years. The context theory research achievements promote the foreign language teaching. As the essential part of English teaching, The English vocabulary teaching has been paid close attention to teachers. The vocabulary is used to measure the English level standards, its importance is incomparable. While the context is the key to teaching vocabulary, a word meaning is from its context environment to support and help, without context, the meaning of words can not determine the specific meaning. In recent years, the research on junior middle school English teaching involves many aspects in our country, However, the high school English vocabulary teaching research has a lot of defects. In English vocabulary teaching process, Many teachers can not use proper teaching methods, At the same time, some of the students choose unfit methods to memory words, although they get through other means to remember a certain amount of words, they do not seem to be improved greatly in lexical application.The author of this thesis mainly studies the vocabulary teaching of Junior high school, the study employs an experiment which lasted a semester, the following two hypotheses were examined:(1)Whether teaching vocabulary in context can improve students'vocabulary long-term memorization;(2)Whether teaching vocabulary in context can help students to develop their competence of vocabulary application. Subjects are students from Class one and Class two Grade two of No.7middle school in Xin yang city. The two classes have130students. All the students take part in the pre-experiment test. The experimental group was taught by the researcher with the new method, While the control group received the traditional method, Pre-test and post-test were adopted to compare and measure the two groups, Multivariate analyses of the measure indicated that the experimental group did prominently better than the control group at the end of the semester, therefore, the author concludes that the hypotheses has been proved that teaching vocabulary in context not only can improve the students'vocabulary long-term memorization, but also can develop students'competence of vocabulary application, we can discover that new approach was prior to the traditional method in developing students'English vocabulary application ability.Teaching vocabulary in context, vocabularies are learned through context instead of being isolated. By cognizing vocabulary learning strategies and theories of context teaching, we can mobilize the initiatives and self-motivation to a larger extend,thereby, promoting their learning level is rational, 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 in teaching English vocabulary, As long as teachers consider the actual vocabulary teaching situation in the middle school, and employ context theories in their teaching and different methods to different students, vocabulary teaching will certainly achieve good results.