| Vocabulary learning is an important component of language learning.More and more learners and researchers pay more attention to the vocabulary teaching with the development of foreign language teaching.As a foreign language learner,he or she can't convey anything without vocabulary.Therefore,it is no doubt that vocabulary teaching plays an important role in the foreign language learning and teaching.National English Curriculum Standard(2011)requires that students should remember the regular words and phrases and meanwhile they should use them to communicate in a certain context.That is to say,students should know the meaning of words and phrases and learn to use them appropriately as well.However,teachers and students both get half the result with twice the effort in English teaching and learning.The reason is that teachers often teach words by following the word list and neglect the meaning of vocabulary in different context.As a result,students only remember words mechanically and don't know how to use them correctly.Therefore,contextual teaching in vocabulary is promoted by many researchers.They proposed that this teaching method can promote the students' vocabulary learning.The author focuses on the application of context in junior high school and makes her effort to do an experimental study of contextual vocabulary teaching.There are two questions discussed in the thesis: 1.Can the contextual teaching improve the students' ability of long-term memorizing vocabulary? 2.Can the contextual teaching improve the students' competence of applying vocabulary? The thesis aims to know the current situation of vocabulary teaching and testify whether the vocabulary teaching based on context can improve the students' ability of memorizing vocabulary and learning competence or not.We regard the students of Class 3 and Class 4 in Grade Eight as the subjects.Class 3 is the experimental class and Class 4 is the control class.The author teaches vocabulary by using context theory in the experimental class whereas teaches vocabulary by using traditional method in the control class.The training stage is thirteen weeks.Before the experiment,95 students from the two classes participate questionnaire and pre-test.After the experiment,six students are selected from the experimental class randomly and respectively.The author will analyze the data of the tests in order to testify whether the contextual teaching is more efficient than the traditional teaching in the aspect of remembering and applying vocabulary or not.The data will be collected and analyzed by SPSS 20.0After the experiment,the author discusses findings of the thesis.First of all,teaching vocabulary in context can arouse students' enthusiasm in vocabulary learning.Next,contextual teaching is good for the students' long-term memorization of vocabulary.It can help students to develop a scientific and efficient vocabulary learning method.What's more,teaching vocabulary in context can improve students' competence of vocabulary application.In a word,the analysis of the results proves that teaching vocabulary in context in middle school has a positive effect on vocabulary learning.At the end,the author gives some suggestions on the contextual vocabulary teaching method according to her study.The author advises that the study can be a long-term program.The author also hopes more students and schools are able to take part in the research.English teachers should gradually reduce the time of knowledge transfer in the teaching process,increase students' self-construction of context.At the same time,English teachers can also encourage students to design a variety of different types of semantic field,and then practice with each other.In the near future there must be more researchers to explore more comprehensive approaches in vocabulary teaching.The author sincerely hopes to get help from others.These suggestions are given with the hope to offer help to improve a further study on vocabulary teaching in junior high school. |
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