An Experimental Research On English Vocabulary Teaching In Senior High School Under The Guidance Of Context Theory

Vocabulary is the most basic part of a language,just like building a tall building brick by brick.Without these bricks,tall buildings cannot be built.Therefore,in language learning,we should first learn vocabulary.Similarly,vocabulary learning is what we must experience to learn a foreign language.Moreover,vocabulary learning is also an important way for us to improve our English.The "General High School English Curriculum Standards(2017 Edition)" mentions the core literacy of high school students’ development,and when setting the curriculum content,it is specifically divided into six elements.The six elements are context,text,language knowledge,Culture,language skills and learning strategies.To achieve these six core qualities,one must first master vocabulary.Find out some problems in English vocabulary teaching in high school.This experimental research mainly intends to investigate and analyze the current status of contextual input in English vocabulary teaching,so as to discover the problems,sum up the existing experience,and find out the existing problems.Problems and propose corresponding solutions,which can improve the effectiveness of the entire teaching.In this study,students from Class 465 and Class 471 of the second high school in Datong City will be selected as the subjects.The two classes have 52 students in 465 classes and 56 students in 471 classes.The male to female ratio in the two classes is 1:1,and the number of boys is close to that of girls.In the second semester of the second semester of the two classes,the English scores of the three exams are ranked at the middle grade.The latter class is an experimental class,which uses contextual vocabulary teaching methods when teaching,while the other class is a non-experimental class,which uses traditional vocabulary teaching methods.Through the investigation before and after the experiment,I reflect on the usual English vocabulary teaching and found that there are the following problems: when learning vocabulary,if you cannot create a situation,it will exist in an isolated way;the expansion of vocabulary is a passive state.Without considering the acceptance of students,students will not take the initiative to carry out vocabulary development activities;the vocabulary presentation method is relatively simple and out of scientific law;some activities on the textbooks are designed with low utilization rate;there is a lack of continuous vocabulary reproduction.According to this experimental research,some suggestions for improving vocabulary teaching under context input are given to teachers.Such as: changing the traditional vocabulary teaching mode,innovating vocabulary teaching mode by adopting situational context,making full use of extracurricular resources,etc.