An Empirical Study On Vocabulary Teaching With Context Teaching Method

Vocabulary learning is indispensable for English teaching,and it’s also basic for students to learn English and communicate with each other. Most of the teachers in this time generally use traditional ways to teach vocabulary.Although the traditional method of vocabulary teaching is very common and has been used frequently,it still has some imperfections and malpractices: the students use a lot of time to memorize vocabulary but with unsatisfactory results; they often lack interests and enthusiasm in class.Considering the situation,the author puts forward this empirical study that teaching vocabulary based on the context teaching method,and the target of this study is to improve students’ interests and efficiency of learning.Although lots of profound theories support the context teaching theory, the author still does the research for months to verify that if the context teaching theory has an advantage over the traditional teaching method,and it’s more suitable for today’s high school students.In the internship,the author did the research,focusing on the two parallel classes in the school: one is the control class in which the traditional teaching method was used,the other one is the experimental class in which the context teaching theory was used. During the study,the author took some methods including questionnaire method,interviewing method and experimental measurement,and reached a conclusion based on the findings. After the study, the author found that the score of the experimental class was higher than that of the control class,and the students in the experimental class gave the feedback that their interest and enthusiasm of learning vocabulary were improved. This result just confirmed the author’s thought that the context teaching theory is more feasible and effective than the traditional teaching method in teaching vocabulary.