The Application Of Context Theory To Vocabulary Teaching In Junior Middle School

Vocabulary, the basic material of language, is one of the three components (pronunciation, vocabulary. grammar) of language. When language is used. it is necessary to use vocabulary. Therefore, in the field of second language acquisition and second language teaching. the importance of vocabulary is indisputable. However. the present situation of English vocabulary teaching in junior middle school is not optimistic. The author discovers by the survey that it is a low-efficiency and much-time task for students and teachers to learn or teach English vocabulary. Many students complain that they often forget the words they have learned lately, let alone how to apply them. It results in a sharp decline of the enthusiasm in learning English. In addition, the method of teaching vocabulary is boring and teacher-centered. Therefore, by the research of context theory to vocabulary teaching and learning in junior middle school, this article attempts to provide a method. It puts forth two hypotheses followed by answers to them. One question is whether the method of teaching based on the theory1. of context can stimulate students’ interest in learning English and English vocabulary in junior middle school. The other is whether it can improve students’ ability to apply English vocabulary, and eliminate pragmatic failures in communication through the application of context theory to English vocabulary teaching in the junior middle school.Context theorv has been a hot issue. Scholars and teachers have noticed the close relationship between the context and English teaching. In China, most scholars and English teachers focus on the importance of context to vocabulary and English teaching in the university or senior middle school, however, in the junior middle school the role of context in the vocabulary teaching is paid less attention to. which is what this thesis explored. As is known to all. English learning in junior middle school is the most basic stage. when students are developing their interest in English and form the effective vocabulary learning habit. Therefore, the author intends to research into English vocabulary teaching and learning in context in the junior middle school. The author hopes this thesis can attract more teachers’attention to apply context to vocabulary teaching and perfect the relevant research.During the twelve-week experiment, two questionnaires and two vocabulary tests were given to students in two classes by the researcher. The analysis of the scores demonstrates that the experimental class was improving rapidly in that their scores were better than those in the pre-test. Meanwhile, students changed their attitudes towards English vocabulary learning and they were willing to use some new learning strategies. Moreover, the mean scores of experimental class were much better than those in the control class. This result shows that learning vocabulary in context is helpful to junior high school learners in improving their vocabulary learning. To be specific, it can improve the students’ interest in vocabulary learning and exerts a positive influence on developing their vocabulary learning strategy and their abilities on the application of vocabulary. All of these prove that the approach of applying context theory in vocabulary teaching in junior middle school to improve students’ learning strategies is practical and effective.