A Study On The Application Of Context Theory In Senior High School English Vocabulary Teaching

Vocabulary plays a very important role in senior high school English learning,so students must learn the vocabulary seriously.However,most of the students’ methods of learning words are relatively single and mechanical,and they still use the method of rote learning or looking up the dictionary,as a result,they still can’t master and use the words well.And most of the teachers still take the traditional teaching method,directly explaining the meaning of the word,which can not attract the enthusiasm of the students.Therefore,this paper hopes to introduce the context theory vocabulary teaching method and put it into practice in the real classroom and study its effect,so as to help students memorize vocabulary.This study aims to answer the following three questions:(1)How is the students’ ability to use context theory in senior high school English vocabulary learning?(2)How do the teacher design and implement context theory in senior high school English vocabulary teaching?(3)What is the effect of applying context theory to senior high school English vocabulary teaching ?This study uses the methods of questionnaire survey,pre-test and post-test results analysis and interview to analyze 98 students from two classes in the same school,and uses SPSS software to analyze the results of pre-test and post-test.The results show that:(1)The teaching method of context theory can help students to shorten the time of memorizing words and improve the efficiency of memorizing words.Most students memorize words by rote,which is mechanical,time-consuming and easy to forget.The teaching principles of context theory can create the corresponding context,make students understand the meaning of words more easily,improve the efficiency of students’ memory of words,deepen students’ memory of words,and enable students to apply what they have learned to improve their English expression ability.(2)The application of context theory in high school English vocabulary teaching has aroused students’ interest and enthusiasm in vocabulary learning.They have a sense of participation in the classroom and feel that they are the main body of learning,which is beneficial to vocabulary memory.After using the context theory teaching method,most of the students in the experimental class positively change their vocabulary learning attitude and strategies,and can guess the meaning of new words combined with the context.After the experiment,the results of the students in the experimental class are obviously improved,their self-confidence is doubled,and their vocabulary application ability is also higher than that of the students in the control class,which improves the quality of English vocabulary teaching.Therefore,applying context theory to high school English vocabulary teaching is a recommended method.(3)Vocabulary teaching in context also has requirements for students’ foundation,which is suitable for students with certain foundation.It also has higher requirements for teachers’ oral and cultural background knowledge.Teachers should have the ability to adapt to circumstances and deal with unexpected events flexibly.Only in this way can they really achieve the integration of scene and classroom.(4)Vocabulary teaching in context takes up too much time and energy for teachers to prepare lessons,and also takes up too much time in class,especially for the more abstract vocabulary.There is a large vocabulary in high school,which makes it more difficult to create context.In the end,this paper puts forward the corresponding teaching enlightenment from the perspective of teachers and students,and points out the shortcomings of this paper.