A Study Of English Vocabulary Teaching Based On Cognitive Context

Vocabulary teaching has received more attention from many scholars in recent years.Foreign language teaching has many vocabulary teaching rules.As the content changes,vocabulary teaching should connect the words with the meaning of the cognitive domain.In the past twenty years,with the development of cognitive linguistics,context theory has drawn more attention in the area of applied linguistics.Combination of cognitive context and vocabulary teaching helps to reduce the pressure of the students and cultivates students' abilities of applying vocabulary.Bases on the theories of Sperber & Wilson,Xiong Xueliang and He Ziran,the study compares the experimental class and the control class,and attempts to explore the following questions: Based on three cognitive models of cognitive context,will students improve their memory abilities according to new English vocabulary teaching method? Based on three cognitive models of cognitive context,will students develop their abilities of applying vocabulary? Can the cognitive context-based vocabulary teaching enhance the scores of excellent students,slow-learning students and average students in the experimental class?This research mainly adopts case analysis,teaching practice and questionnaire.The research process consists of three stages.In the case study,the author uses three cognitive models and designs the special situation that can implement the vocabulary teaching in the cognitive context.How do the teachers use three cognitive models to the vocabulary teaching,namely,schema,frame and category in cognitive context for senior high school students' vocabulary learning? The exploration helps senior high school students' vocabulary learning.In the teaching practice,the author designs three sets of papers to test students' level and then uses SPSS 19.0 to analyze the results,make conclusions and get teaching enlightenment.Finally,the author makes a questionnaire so as to find the feedback of students on the method.In the study,we can clearly know the vocabulary teaching model and the implementation of vocabulary teaching in the real situation in cognitive context according to case study.In English vocabulary teaching,three cognitive models,i.e.schema,frame and category can improve students' interests and abilities of applying vocabulary in linguistic cognitive context,situational cognitive context and cultural cognitive context.In teaching practice,the control class uses traditional vocabulary teaching method.The experimental class uses cognitive context-based English vocabulary teaching method.Designing three sets of papers can analyze data and get the results.Experimental results show that cognitive context-based vocabulary teaching can improve their memory abilities.At the same time,their abilities of applying vocabulary can be developed in the sentence.Excellent students,slow-learning students and average students improve their scores in reading comprehension.However,excellent students are different from slow-learning students and average students.This method has made great progress for slow-learning students and average students in the study,but it changes excellent students a little.Finally,the results of the questionnaire show that many students have positive attitudes toward teaching vocabulary in cognitive context.In the end,the thesis gives some suggestions about cognitive context-based English vocabulary teaching.