The Application Of The Context Theories To The Vocabulary Teaching In Middle School

Vocabulary teaching is an essential part in foreign language teaching. Students’ proficiency of vocabulary learning is directly relevant to their communicative ability and the success of language learning. However, in middle school, vocabulary teaching and learning is time-consuming but inefficient. This thesis is an exploration of vocabulary teaching based on the context theories, aiming at putting forward a more practical and efficient method of vocabulary teaching.Guided by the theories of context and vocabulary teaching, the author first reviewed the previous researches at home and abroad. On the basis of these previous studies, an experiment of vocabulary teaching based on the context theories was carried out among the two contrast classes in Senior Two. In the experimental class, vocabulary teaching based on the context theories was applied to the whole process of vocabulary teaching, including presentation, practice and consolidation of the words learning, while in the control class, the traditional teaching was employed as normal.Owing to the time limitation and feasibility in class, the vocabulary teaching based on the context theories was limited to the following three aspects:lexical context, grammatical context and situational context. In the study, two instruments were adopted to make sure of the validity and the reliability. They were questionnaire and vocabulary tests. Then the data was collected and analyzed by SPSS19.0. With the positive finding, the author testified that her hypotheses were correct. Meanwhile, the author pointed out the limitations and recommendations.