A Study Of The Vocabulary Teaching In Senior Schools

Vocabulary is an important aspect of language learning and serves as the basis of language skill development. Vocabulary teaching is an important element of English teaching in senior high school. The new curriculum standard request that students in high school should master3,000words and400to500idioms. Nearly every question style in the high school examination involves the test to students’words mastering and using ability. In English teaching, teachers and students always get half the result with twice the effort. This is because students are away from context when they study and remember words. Ignoring the input of context may make students not understand the true meaning of vocabulary. As a result, students can only get to short time memory instead of long time memory. After consulting a lot of data, I divide the context in to three parts, that is:language context, none language context and cognitive context. The context theory is developing constantly under the study of the scholars all over the world. However, the study of using context into English teaching is still in the primary stage. When talking the connotation and besides meaning of the context, different people have different opinions and they can’t get into accordance. And almost all the teachers agree with the idea of teaching words in the context, but they are short of a good way when using theory into practice.How to establish and use different context in English vocabulary teaching? Which theory is the context teaching based on? How is the effect of teaching vocabulary under context? To get the answers to these questions, I did this study, and this thesis is divided into6parts:the first part is introduction, which includes the background,significance, aims and structure of this thesis. The second part is literature review, which is mainly on the context theory, vocabulary theory and the importance of context to English vocabulary teaching. The third part is the relevant language theory basis. The fourth part is about experimental survey, teaching experiment and analysis. The fifth part is the talking and suggestion. Then finally comes the conclusion.After doing an experimental teaching research lasting for16weeks and doing some questionnaires and classroom observations, I researched the current situation of English teaching. I found some problems, for example, students memorize the vocabulary mechanically. In the experimental class, I teach English words on the base of context. I did English vocabulary teaching on the basis of language context, none language context and cognitive context, and from these three aspects I did research to find out good methods to teach English vocabulary well. I also did vocabulary tests and integrative competence tests, each for two times. After comparing the different scores before and after the test, I found that both the scores of words test and the integrative competence test after the experiment were higher than that of the test before. In this way, I found that context input can have an important effect on English vocabulary teaching and it can also promote students’vocabulary learning, the vocabulary teaching mode is more effective than that of the traditional one.