Analysis On Interactive English Vocabulary Teaching Based On The Context Theory In Senior High School

Vocabulary,which is one of the three basic factors of language,plays a vital role in the process of English communication.As the linguist Wilkins once said: there is no grammar,it can't be expressed very well;without words,nothing can be expressed.For students,the mastery of English vocabulary directly affects their comprehensive ability to apply English,mainly in the four aspects of listening,speaking,reading and writing.Therefore,in English teaching,vocabulary teaching can not be ignored.As an indispensable part of English teaching,it will directly affect the students' entire English learning.The Senior English New Curriculum Standard(2017)proposes to delete the uncommon vocabulary and increase the high-frequency vocabulary in emerging topics.It highlights that the vocabulary should be learned in a specific context.The flexibility of vocabulary and polysemy are the focus in the future exam,which means there is a higher demand for the vocabulary application ability of students.However,the current vocabulary teaching is not very ideal.For example,teachers and students spend a lot of time on vocabulary teaching and learning,but the result is not satisfactory.The reason is that the current vocabulary teaching is out of context and lacks interaction,which ultimately makes most of students lose interest in vocabulary learning and even in English learning.So the author tries to explore the followingquestions through interactive vocabulary teaching based on the context theory:(1)How do the interactive vocabulary teaching strategies based on the context theory affect the students' interest in vocabulary learning?(2)From what aspects do the interactive vocabulary teaching strategies based on the context theory help to improve the students' vocabulary ability?In the early stage of the research,the author learned about the development of context and contextual vocabulary teaching abroad and at home by looking up and collating a large amount of literature.During the research,the author conducted a questionnaire survey on the students of two classes,Grade 1 and all the English teachers in Nanhu Experimental Senior High School,Baiyun District,Guiyang City,Guizhou Province.According to the analysis of the survey data,the problems of the current vocabulary teaching are that the outdated teaching method with“cramming education”,lack of interaction and out of context.Students learn vocabulary out of context and lack interest in vocabulary learning.Therefore,the author adopted different vocabulary teaching methods for the two classes during the experiment.The traditional vocabulary teaching method was for the controlled class.In the experimental class,the interactive vocabulary teaching method based on context theory was adopted.After a semester of teaching experiment,the author conductedstatistics and analysis on the students' scores in pre-test and post-test using the software SPSS.Besides,6 students from the experiment class were extracted to interview.Finally,what was concluded was that compared with the traditional vocabulary teaching,the interactive vocabulary teaching based on the context theory is better,which can better motivate students' vocabulary learning interest and reduce their pressure of English learning.In addition,the interactive vocabulary teaching based on the context theory can help students master the meanings of the cognitive and target vocabulary.Besides,it can help the students to improve the students' ability to use target vocabulary properly in the context.What's more,it can also improve the students' ability to guess the meaning so that they can master polysemy.At last,with it,the students' vocabulary size can be enlarged and their ability to understand vocabulary in the context can be improved.Therefore,interactive English vocabulary teaching based on context theory can significantly improve students' English scores.Finally,based on the current vocabulary teaching situations and the results of the teaching experiment,the author puts forward corresponding implications for English teachers and students in vocabulary teaching and learning in high school.The author hopes that the implications can promote English vocabulary teaching in high school better and inspire teachers and students to grasp the interactive vocabulary teaching methodbased on the context theory better,meeting the requirements of the new curriculum standard.