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Application Of Context Theory In Senior High School English Vocabulary Teaching

Posted on:2015-01-19Degree:MasterType:Thesis
Country:ChinaCandidate:B G DongFull Text:PDF
GTID:2267330425496228Subject:Subject teaching
Abstract/Summary:PDF Full Text Request
With the development of science and technology, and with the frequent exchanges of culturaland economic activities with other countries, English, a universal language, is becomingincreasingly important nowadays. As is known, vocabulary is the basis of English learning and isof vital importance to English learners. Vocabulary is to English teaching what bricks are to a tallbuilding. After careful analysis of the present vocabulary teaching situations, the author findshow to teach senior high school English vocabulary efficiently has been bothering Englishteachers for many years. If the vocabulary is not taught properly, students will lose theenthusiasm easily and even think of it as a burden to learn vocabulary, which certainly willbecome an obstacle in the process of English learning. So it is urgent to choose a proper way toteach vocabulary to change this phenomenon.This thesis aims to explore how to carry out senior high school English vocabulary teachingand improve its efficiency under the guidance of context theory in the process of vocabularyteaching including vocabulary presentation and consolidation, because context is essential to theunderstanding and practical use of words. Words which are closely related to situations are easyto remember and even given life in a certain context instead of being isolated.After studying a variety of vocabulary teaching methods, context theory and searchingquantities of materials, the author makes a six-month experiment, during which he chooses theexperimental class and the control class. Before the experiment he gives a questionnaire to theexperimental class to get general information about students’ vocabulary learning, and apre-vocabulary test to both classes. During the experiment he trains students in experimentalclass to guess word meanings from context and to create situations to present and consolidatewords, while in the control class, traditional method is still used as usual—to recite the words.After the experiment, the same questionnaire is given to the experimental class to see thechanges in students’ attitudes and strategies towards vocabulary learning, and the post-vocabulary test is given to both classes to prove the effectiveness of context-based vocabularyteaching method.Then the author collects and analyzes the results which show that teaching senior highschool English vocabulary in context can arouse students’ interests in learning vocabulary,enlarge students’ vocabulary and have a positive effect on students’ vocabulary learning strategy. It can also improve the use of vocabulary and teaching efficiency, so teaching vocabulary in acontext is worth studying and carrying out. In the end of the thesis, the author lists someadvantages and disadvantages of context-based vocabulary teaching and some suggestions abouthow to teach vocabulary in context are also put forward.
Keywords/Search Tags:context, vocabulary teaching, competence of vocabulary use
PDF Full Text Request
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