A Study Of English Vocabulary Teaching Incognitive Context

In recent years,domestic and foreign scholars have actively explored how to improve vocabulary teaching and how to help students better perform vocabulary learning,with remarkable results.The author attempts to make an empirical study of the effects of vocabulary learning of high school students from the perspective of three cognitive modes based on cognitive context,and studies the relevance of cognitive styles and their suggestions on vocabulary teaching.This study is an empirical study.The aim is to study the effect of different cognitive styles on vocabulary learning based on cognitive context.In this study,there will be two vocabulary tests and one cognitive style test before and after,aiming to derive the correlation between cognitive style and vocabulary learning effects based on cognitive context.This study involves a questionnaire survey that will be conducted after teachers complete a vocabulary lesson based on cognitive context in a semester.It aims to understand the students' feedback on vocabulary learning based on cognitive context.Interview method.This study will add an interview after the questionnaire survey,so as to more specifically obtain the perceptions or attitudes of students with different cognitive styles on vocabulary learning based on cognitive context.In addition,they will also ask about their suggestions.The experiment is roughly divided into three stages,namely,before the experiment,after the experiment and after the experiment.The pre-experiment is the preparatory stage of this empirical study.It mainly conducts vocabulary pretests,the first questionnaire survey,and experimental class cognitive style tests.In the middle of the experiment,the author combined theory with practice to design a series of cases for vocabulary teaching.Later in the experiment,vocabulary posttests will be conducted and two vocabulary test questions will be discussed.Subsequently,the second survey of this empirical study will be conducted.In addition,after the questionnaire is completed,an interview will be conducted to understand the students' experiences and attitudes in vocabulary learning at this stage.Data was processed and analyzed using SPSS19.0 software.This study mainly discusses whether vocabulary teaching based on three cognitive models,schemas,frameworks,and categories in cognitive context can improve students' vocabulary learning interests and attitudes and whether they can improve students' vocabulary memorization ability.Whether students with knowledge style(field-dependent/field-independence)adapt to this method are discussed.That is to say,whether vocabulary teaching based on cognitive context is related to students' cognitive styles.The results of the study found that vocabulary teaching based on cognitive context has,to a certain extent,improved students' interest and changed their attitude towards vocabulary learning.Most students have a new understanding of vocabulary learning,which increases their participation in the classroom and highlights the student's dominant position.It also benefits students' vocabulary memory.After the experiment,students' vocabulary test scores in the experimental class have been significantly improved.And the author's division of experimental subjects is different from that of the predecessors.For the first time,students' cognitive styles(field independence/field dependence)are correlated with vocabulary teaching based on cognitive context.The results show different cognitive styles(fields).Students who are independent/field-dependent have superiority to field-dependence when they accept vocabulary teaching methods based on cognitive context.