An Empirical Study Of Contextualized English Vocabulary Teaching In Senior Middle School

English learning is a compulsory course for every senior high school student.At the same time,vocabulary is also indispensable in English learning.However,in the current vocabulary teaching,students often complain that vocabulary learning is mechanical and inefficient in class.In order to solve students’ vocabulary learning problems,teachers need to use more scientific and effective vocabulary teaching methods to replace the teaching methods of mechanical memorizing vocabulary.With the development of contextual research,teachers begin to pay attention to contextual theory.A word may have different meanings in different contexts,so it is very important to teach the word in the context,only in this way can students correctly understand and master different usages of the word.The author applies the theory of context to vocabulary teaching,mainly investigating two hypotheses First,the influence of contextual vocabulary teaching on students’interest in vocabulary learning and the improvement of students’learning strategies;Second,combining with the current requirements of core competence in English,contextual vocabulary teaching method can improve students’ vocabulary application ability.On the basis of relevant research at home and abroad,the author conducted a 4-month comparative teaching experiment on two parallel classes with similar English scores in a senior middle school in Jining,taking compulsory 5 of high school English as the teaching material.By reading relevant literature,conducting questionnaire survey and interview,the author put the context theory into practice step by step.At the same time,the questionnaire data of the experimental class were analyzed,and the results of the pre-test and post-test of the two classes were compared by SPSS19.0.Based on the results of data analysis,this paper concludes that contextual vocabulary teaching can improve students’ interest in vocabulary learning,positively influence students’ learning strategies,and improve their ability to use vocabulary.Finally,this paper points out the limitation and enlightenment of this research,and comes up with some useful suggestions for the teaching of contextual vocabulary,so as to benefit the future English research and the teaching of contextual vocabulary.