An Application Of Context Theory To Vocabulary Teaching Of Junior Three Students

Context is very important to vocabulary teaching and learning,and context theory provides it with an abundant theoretical basis.In our country,contextualized vocabulary teaching is rarely used in junior high schools.Aiming to interpret and analyze vocabulary teaching in Junior Three in light of context theory,this thesis is to find answers to the following two questions: 1)What benefits and shortcomings does contextualized vocabulary teaching have? 2)What influence does contextualized vocabulary teaching have on students of different levels?Based on previous researches related to contextualized vocabulary teaching at home and abroad and guided by the theories of vocabulary acquisition and constructivism,a one--semester experiment on contextualized vocabulary teaching by using O xford Yilin Edition Book 9 is carried out in two classes of Junior Three at a certain high school in Suzhou.In the experimental class,linguistic context and non-linguistic context are mainly used for presenting and consolidating vocabulary,while the traditional teaching method is adopted in the controlled class.This thesis provides numerous real cases of vocabulary teaching to improve word repetition.The results of the experiment show that contextualized vocabulary teaching and learning helps improve students' interests in learning vocabulary,develop their abilities of guessing and using words correctly in the context.What's more,top students make much greater progress than below-average students as far as grades are concerned.The author expects that this thesis may help junior middle school teachers realize the significance and necessity of teaching English vocabulary in context in Junior Three,thus traditional vocabulary teaching method will be improved,so that the students may be more proficient in using the language,and their integrated skills are further enhanced.