The Application Of Context Theory To English Vocabulary Teaching In Senior High School

As a second language to Chinese,English has its own unique phonetics,vocabulary,grammatical system and cultural characteristics.Vocabulary is an important component of English,which plays an irreplaceable role in English learning.With the reform and development of new curriculum standards,English teachers and scholars pay attention to English vocabulary teaching and make some progress,but there are some problems in senior high school English vocabulary teaching,which demands further explorations.The traditional vocabulary teaching method is relatively common.Students memorize the spelling,pronunciation,meaning and related fixed collocations of words regardless of the role of context.In this way,some students mechanically memorize the word meanings,but they cannot correctly understand and use them in specific contexts.For example,if students are encountered with questions related to polysemy,it is difficult to grasp the meanings of new words outside a context.Therefore,context should be emphasized in the process of English vocabulary teaching,so students can learn English vocabulary more easily in a specific context.It is vital for students to master correct and effective learning methods,and further cement students' contextual awareness,so that they can achieve twice the result with half the effort.In recent years,scholars and English teachers have explored the application of context theory in English vocabulary teaching.Context theory is conducive to cultivating students' interest in learning English vocabulary,mastering effective vocabulary learning strategies,and promoting the improvement of English literacy.According to the specific context,students can fully understand the meaning of the words.However,most of the researches at home and abroad focus on the use of context theory in English reading teaching,and pay less attention to the application of context theory to the senior high school English vocabulary teaching.Concerning this phenomenon,the author makes a relevant empirical study on the application of context theory in senior high school English vocabulary teaching.The author mainly explores the validity of context theory and the trend of English vocabulary teaching on the basis of domestic and foreign researches.In this dissertation,the author puts forward three questions:1.How can context theory be applied to English vocabulary teaching in senior high school effectively?2.What is the impact of the application of context theory on senior high school students' vocabulary memory effect?3.What effects does the application of context theory exert on senior high school students' comprehensive application ability of vocabulary?In order to verify the questions,the author conducted an experimental research in Grade one,Class 14 and Class 15 in Fugou Senior High School,with students in two parallel classes as the research subjects.One is the experimental class,which applies context theory to vocabulary teaching;the other is the control class,which applies traditional teaching method to vocabulary teaching.Before and after the experiment,the author carried out vocabulary pre-test and post-test among 120 students from the experimental class and the control class.Combined with the data analysis of SPSS 20.0,the relevant conclusions are obtained.The application of context theory mainly has a positive influence on the memory effect of vocabulary,mastery of vocabulary and comprehensive ability of using vocabulary.Through the data analysis of questionnaires and tests,the vocabulary memory effect of the students in experimental class is significantly enhanced,and the comprehensive ability to use vocabulary is higher than that of the control class.It can be seen that the application of context theory to senior high school English vocabulary teaching is effective.The research in this thesis focuses on the combination of context theory and vocabulary teaching.The research results have certain implications for English teaching.The application of context theory is conducive to improving students' comprehensive ability of vocabulary.The innovation should be made on the basis of traditional English teaching,which improves the effect of English vocabulary teaching.At the end of the thesis,the author puts forward specific suggestions for the English vocabulary teaching and the limitations of the research.