Design Of Junior Middle School English Vocabulary Classified Teaching Activities: Cognitive Context Perspective

Understanding and using a certain number of vocabulary is the basis for better English learning.Mastering the vocabulary of English can influence the overall ability of listening,speaking,reading,writing and translation and the level of English comprehensive literacy.However,learners are faced with many obstacles in vocabulary learning in the reality of junior middle school English teaching,such as difficult memory,fast forgetting,semantic diversity,semantic uncertainty,etc,which have become difficult problems for learners to expand vocabulary,to grasp accurately the meaning of words,and to use vocabulary correctly.It is found that the main reasons are as follows: First,teachers lack the understanding of the importance of vocabulary teaching;second,teachers take the initiative and subjectivity in teaching activities;third,vocabulary teaching activities lack diversity and funny design.Therefore,it is necessary to rethink the vocabulary teaching in junior middle schools.So as to improve the effectiveness of vocabulary teaching in junior middle schools through scientific and reasonable methods and designs under the guidance of new theories.This study made interviews with 12 junior middle school English teachers and 105 junior middle school students in X Experimental Middle School on English vocabulary teaching and learning situation.The survey found that the basis of the main problems of junior middle school English vocabulary teaching is time consuming and less effective.Based on the theory of cognitive context in the schema type,frame type,category type of cognitive context as the theoretical basis,the five volumes of English teaching textbooks in junior middle schools as the material,then classifies for the junior middle school English vocabulary as memory list and the topic vocabulary of senior high school entrance examination,three schemes are designed: schematic vocabulary teaching activity design,frame-based vocabulary teaching activity design and categorical vocabulary teaching activity design.In this way,students can expand effectively their vocabulary in unit time,who have a more accurate understanding of vocabulary morphology,pronunciation,semantics,and pragmatic use,and the vocabulary learning effectiveness can be improved by the division of scope categories.The classification of junior middle school English vocabulary and the design of teaching activities based on the principle of cognitive context,is beneficial for the creation of language environment in the real world,the change of attitude,the stimulation of interest and the improvement of teaching methods,and it is conducive to the morphological and semantic representation and acquisition of English vocabulary by learners,and it also contributes to the expansion of learners' vocabulary learning quantity and size,the enhancement of vocabulary memory and understanding,and the extension of comprehensive application ability of listening,speaking,reading,writing and translation,so as to improve the effectiveness of junior middle school English vocabulary teaching.