A Study On Context Clues Strategy Training For Junior Middle School Students

Vocabulary learning, as a critical part of language learning, has an immediate impact on learners’ applicative competence and is one of the greatest challenges and obstacles to Chinese learners. Accordingly, vocabulary acquisition is more concerned in the world of second language teaching and learning. New National English Curriculum Standard 2011 requires that the students in grade 9 be able to infer the unknown words’ meaning with context clues. This study aims to improve 9th grade students’ vocabulary size and assists them in using appropriate vocabulary learning strategies through context clues training. The research sets about exploring three questions:(1) What is the situation of junior middle school students’ vocabulary learning strategies when context clues are employed?(2) What effects do context clues have on vocabulary learning of junior middle school students?(3) How can students be trained to maximize the effect of context clues in vocabulary learning?The whole program lasted from September to December in 2015, covering two questionnaires(before training and after training), a pretest and a post-test(before training and after training) for the sake of testing vocabulary size and proficiency of context clues. Training and practicing were done within thirteen weeks. The author selected two parallel classes as experimental class and control class according to their final English test results. The pre-questionnaire(Appendix I) was given firstly to both classes with a view to handling their current situation of vocabulary learning strategies and the situation when context clues employed, and to giving a description on students’ understanding towards context clues strategy.Strictly following the requirements for vocabulary produced by Instruction of Senior High School Entrance Examination of Qinghai, 2015, the author compiled the test(Appendix III & IV) to investigate the participants’ vocabulary size and their ability to use context clues practically. And tested the experimental class and control class successively. Then the experimental class received the training in context clues strategy for thirteen weeks, while the control class kept regular teaching. The same questionnaire and test would be done after training as the way as the first time to figure out whetherEC benefited from the training or not.The study was conducted by means of questionnaire and test, and the collected data were input and analyzed in SPSS 17.0. The results showed as follows:(1) as for the students in the experimental class, their proficiency of using context clues is improved and the consciousness of utilizing the techniques in reading is strengthened after training; while the control class has no obvious change.(2) concerning the students in the experimental class after training, their vocabulary scale has been improved and those who had large vocabulary size before training gain advantage over others on using context clues. Hence, good vocabulary mastering and solid theoretical basis are the prerequisite to popularize context clues strategy. Besides, the materials did in training should be appropriate to the learners’ existing cognitive abilities and should avoid too many new words.