A Case Study On Chinese Vocabulary As A Second Language In Perspective Of Context Theory

As the academic community's understanding of the context theory continues to deepen,the context theory has also been greatly developed,and its application to teaching has gradually attracted the attention of many researchers.As the cornerstone of language,vocabulary is not only the crucial content of language knowledge,but also the foundation of language skills' development.The ability of learners to master vocabulary affects directly their language expression ability,so how learners can better master and use vocabulary has always been the difficulty and focus of the second language teaching.Previous,studies show that the application of context theory in vocabulary teaching can facilitate the learners' vocabulary acquisition.However,the researchers on application of context theory in vocabulary teaching are restrained to class teaching.It does not analyze the deep influence of individual learners' vocabulary knowledge.Therefore,this study applies the context theory to language teaching by case study.It aims to explore whether vocabulary teaching in context has an impact on the learner's lexical knowledge depth,and what attitude students have in applying context to vocabulary teaching.This study first sorts out the relevant literature review of context theory,and classifies and analyzes the researches of context which is applied to vocabulary teaching.According to Suo Zhenyu's definition and classification of context,two American learners are selected as research participants.A teaching plan is designed to conduct,a three-month vocabulary teaching experiment was conducted.This study uses the VKS vocabulary knowledge scale and interviews as a research tool to explore the influence of context theory on lexical knowledge after vocabulary teaching,and the attitude which case learners have on context in teaching.The conclusion shows that the case study which is the context theory-oriented has a certain positive impact on the learner's vocabulary knowledge depth and learning effect,and the learners also have a positive attitude towards `vocabulary teaching under the guidance of context theory.