The Application Of Context-based Teaching Model To English Vocabulary Teaching In Senior High School

Vocabulary is an important part of language.In English teaching,scholars and teachers are improving vocabulary teaching methods to achieve better teaching results.In English Curriculum Standards for Senior High Schools(2017),the Ministry of Education of China has also put forward new requirements for vocabulary learning in high school: learning vocabulary is not only to memorize the formal features and meanings of words,but more importantly,to understand the topic-related information and express opinions.However,for senior high school students,their mastery of English vocabulary cannot meet the requirements of the new curriculum standards.Therefore,it is necessary to use a new vocabulary teaching method to help students understand the vocabulary accurately and use it properly.To understand English vocabulary accurately and use English vocabulary appropriately,context is an essential factor that cannot be ignored.Previous studies have shown that context has the functions of restriction and interpretation,and the application of context theory in English teaching helps students understand the language better.Based on context theory,an English vocabulary teaching model is proposed.This teaching model is intended to help students master the usage of vocabulary and consolidate what they have learned with the help of context.In order to explore the role of context theory in English vocabulary teaching in senior high school,this study focuses on the following two questions:1.What is the influence of context-based vocabulary teaching on students' grades in vocabulary test in senior high school?2.What is the influence of context-based vocabulary teaching on students' vocabulary learning strategies in senior high school?To answer the above questions,the author conducted a fourteen-week teaching experiment with 140 students as subjects in the first year in Fugou County Senior High School.These students are divided into two groups.Seventy of them are in the experimental class and they take context-based English vocabulary teaching,while the remaining 70 are in the control class and they receive vocabulary teaching in a traditional way.Information and data are collected through English vocabulary tests,questionnaire and interview,and SPSS 21 is used for data processing and analysis.The experimental results show that context-based vocabulary teaching model effectively improves students' vocabulary test scores,and promotes students to use a variety of vocabulary learning strategies.Based on this study,the author finds that the application of context theory to English vocabulary teaching is helpful to students' understanding and application of vocabulary in senior high school.The enlightenment of this research to teaching is that English teachers can actively introduce context in vocabulary teaching.In order to improve the students' vocabulary learning effect,teachers should make sure the context they set is not only in line with the actual conditions of life,but also with the classroom environment.