| Vocabulary is the basis of language learning,and students’ vocabulary is inseparable from their language understanding ability.Therefore,in senior high school English teaching,the importance of helping students understand,remember,and use vocabulary is self-evident.However,in regular vocabulary teaching,teachers often teach vocabulary out of context,which often leads to a certain gap between the actual teaching effect and the set teaching objectives.Therefore,the purpose of this study is to apply the context-based teaching approach to senior high school English vocabulary teaching,to explore its impact on learners’ vocabulary ability and vocabulary learning strategies,and hope to provide case reference for senior high school English teachers to build efficient and feasible vocabulary teaching methods,so as to improve the effect of vocabulary teaching.Based on the context theory,constructivism theory and Krashen’s input hypothesis,104 students in Class 8 and Class 9 who are from two parallel classes in the first grade of NO.Y Senior High School of Shihezi city,Xinjiang Uygur Autonomous region,were selected as the subjects of the study.And the experimental research was carried out for nearly 3 months.This study aims to explore the influence of the context-based teaching approach on students’ vocabulary ability and vocabulary learning strategies in senior high school English teaching.It includes the following two research questions:1.How does the contextbased teaching approach affect senior high school English learners’ vocabulary ability? The sub-questions are as follows: How does the context-based teaching approach affect senior high school English learners’ receptive vocabulary ability? How does the context-based teaching approach affect senior high school English learners’ productive vocabulary ability? 2.How does the context-based teaching approach affect senior high school English learners’ vocabulary learning strategies? The main question consists of three sub-questions: How does the context-based teaching approach affect senior high school English learners’ guessing strategies? How does the context-based teaching approach affect senior high school English learners’ association strategies? How does the context-based teaching approach affect senior high school English learners’ activation strategies?In order to answer the above research questions,this study adopts the educational experiment method,the test method,the questionnaire survey method and the interview method as the research methods.Besides,the researcher selects the Receptive Vocabulary Levels Test A & B and Productive Vocabulary Levels Test A & B to investigate the changes of students’ receptive vocabulary ability and productive vocabulary ability.The questionnaire of vocabulary learning strategies and interview are selected to investigate the changes of students’ vocabulary learning strategies.The results are as follows: First,the context-based teaching approach can effectively improve students’ vocabulary ability in senior high school,and there are significant differences in the scores of receptive vocabulary ability and productive vocabulary ability between the pre-test and post-test of the experimental class.Moreover,the post-test scores of receptive vocabulary ability and productive vocabulary ability of the experimental class are higher than those of the control class,indicating that the receptive vocabulary ability and productive vocabulary ability of the experimental class have been improved.Secondly,the context-based teaching approach can effectively develop students’ vocabulary learning strategies in senior high school,and there are significant differences in the scores of guessing strategies,association strategies and activation strategies between the pre-test and post-test of the experimental class,which indicates that the context-based teaching approach can promote the development of the guessing strategies,association strategies and activation strategies of the experimental class.The implications of this study to senior high school English vocabulary teaching are as follows: First,use context to enhance the interactivity of classroom teaching,and improve students’ subjectivity in vocabulary learning.Second,focus on the analysis of students’ learning situation and design targeted contextual vocabulary teaching activities.Third,consciously cultivate students’ vocabulary ability and develop students’ vocabulary learning strategies in teaching. |
