A Study Of English Vocabulary Teaching Based On Context Theory In Senior High School

At present,English vocabulary teaching still has many problems in senior high school,mainly as follows: vocabulary teaching lacks context;the pattern of vocabulary teaching is unitary;vocabulary teaching ignores the cultural connotation of words.In order to solve these problems,many scholars have conducted many studies based on context theory and have made many achievements that have referential significance for solving the above problems.But with further research,we find that most studies highlight the application of context theory in vocabulary teaching,but the researches on the teaching strategies and steps about applying the context theory to vocabulary teaching are few.In response to the above questions,this paper attempts to study the teaching strategies and steps of applying context theory to vocabulary teaching.Context theory holds that the word meaning exists in context and the meaning of the word can be defined by context.Therefore,this paper puts forward three strategies: the strategy that the meaning of word exists in context,the strategy of combining speculating with explaining,and the strategy of consolidating words in context.Based on the three strategies,five steps are formed as follows:presenting context,drawing out new words,speculating the meaning of words,explaining words and consolidating words.The words are integrated with context closely in order to achieve the teaching goals of cultivating students' interest in learning and improving students' comprehensive ability of using vocabulary.On the basis of the above research,we choose two parallel classes of the same grade to conduct a teaching experiment.The vocabulary teaching based on context theory is applied in experiment class while the other class uses traditional vocabulary teaching.Then we do pretest and post-test individually in the two classes.At last we collect the test data and use the SPSS 22 to analyze the results.The results suggest that there is a significant difference in promotion of the students' test scores.With further research,we find that the vocabulary teaching based on context theory can improve the efficiency of teaching and can develop students' ability of language performance.