A Study On The Application Of Cognitive Strategied Based On The Context In English Vocabulary Teachong In Senior High School

Vocabulary plays an important role in the process of language learning,especially for the second language learning.In the practice of English teaching,the author finds that the size of vocabulary directly influences the mastery and application of the basic skills of English listening,speaking,reading and writing,Based on the situation of the author's school,the students' English foundation is poor,and the vocabulary is little,which has seriously affected the students' English proficiency.Most of the students can't memorize and pronunciation the vocabulary they have learned and they can't use vocabulary learning strategies to learn vocabulary.Therefore,this paper through the questionnaire survey and experimental method,teach the students vocabulary cognitive strategy,through this study I hope I can guide the students to use effective learning strategies in the context,and guide students to find ways to memorize words with their memory characteristics,so as to obtain the ability of independent learning vocabulary.Based on context theory and vocabulary cognitive strategies,this study guide students' vocabulary cognitive strategies learning.This paper conducts an experimental study on two parallel classes in Senior High School.The traditional vocabulary teaching method was used in the control class;The vocabulary cognitive strategies was used in the experimental class,The experimental classes students were given two questionnaires.The first is in the early stages of the study,to get a thorough understanding of what students are doing with vocabulary learning strategies,It is found that before the experiment,there are few strategies in the process of vocabulary learning,and the use of strategies is limited to mechanical memory.On this basis,the vocabulary cognitive strategy teaching experiment is carried out in the experimental class to study whether the vocabulary cognitive strategies can improve the students' ability of using vocabulary learning strategies effectively.The second one is to investigate whether there is any change in the use of vocabulary learning strategies after the experiment.The results of survey show that after a semester of vocabulary cognitive strategy training,students can learn to use the vocabulary cognitive strategies based on context.In this paper,we have evaluated the cognitive strategies of vocabulary teaching in the context of the test,including the vocabulary test before and after the experiment and the comprehensive ability test.Using the statistical software SPSS 17.0 to compare the results of the experimental and the comparison before and after the course,the results shows that the experimental group was significantly higher than the control group in the vocabulary test and comprehensive English proficiency test,which shows that the application of cognitive strategies in senior high school vocabulary teaching is helpful to improve the teaching effect.In addition,when teachers teach vocabulary cognitive strategies,they should pay attention to developing students' consciousness of using,and try to correct the bad habits of English learning in order to make cognitive strategy teaching implement carried out smoothly.