An Empirical Research On The Application Of Context Input On English Vocabulary Teaching In Senior High School

It is an important foundation for studying English to memorize and use English vocabulary effectively at senior high school.With the deepening reform of quality education in China,students have to get superior ability of learning and using English vocabulary for curriculum in senior high school.The new standards for English curriculum require students to master 3,000 words and 400-500 idioms in senior high school.It is required to further improve the comprehensive quality of students'vocabulary learning in the English vocabulary teaching in high school.The scientific vocabulary teaching strategies will directly effect on the quality of students'vocabulary learning.The teaching strategy of context input on English vocabulary is the introduction of authentic language situation,which can help students to remember and understand the vocabulary.Context input vocabulary teaching strategies have become a common practice on English teaching in senior high school at home and abroad.In order to optimize the context input vocabulary teaching strategies which can improve students' learning method and expanding their quantity of vocabulary,this thesis takes the effectiveness of the context input on English vocabulary teaching strategy as the research object.The author conducted a contrast experiment on two classes with the similar level of English study in 16 weeks in senior high school,compared different vocabulary teaching strategies with test statistics,and analyze the specific influence to the students' vocabulary learning.The research is to verify the questions:1.Can the context input vocabulary teaching strategy applied in high school English teaching influence students' vocabulary learning strategies and enhance their interest in vocabulary learning?2.Does this approach help improve students' ability to guess the word meaning according to the context and improve their vocabulary learning performance?It adopted the methods of questionnaire and vocabulary test and did the scientific analysis by using the software SPSS 2.0.The result is the experimental class adopting the context input teaching strategy achieved better results in the tests than the class adopting the traditional teaching method.This shows:1.The context input vocabulary teaching strategy applied in high school English teaching influence had an effect on students' vocabulary learning strategies and enhanced their interest in learning vocabulary.2.The context input vocabulary teaching strategy improved the students' ability to guess the word meaning according to the context and improved their vocabulary learning performance.The purpose of this study is to give some enlightenment to the English vocabulary teaching in high school.