| Vocabulary is a crucial component of language proficiency that affects reading,writing,listening,and speaking abilities.It is also a critical aspect in evaluating students’ English academic achievement.Therefore,in the process of learning English,the importance of vocabulary is self-evident.General Senior High School Curriculum Standards English(2017 Edition)emphasizes that vocabulary learning should not be limited to word memorization or isolated drills,but rather a comprehensive language practice that incorporates context and a specific theme.However,in the reality of teaching,teachers often teach "language points" in isolation,and students also often use the method of memorizing words out of context,resulting in inefficient and time-consuming vocabulary learning.How to guide students to learn vocabulary in context and improve vocabulary learning efficiency is an urgent problem to be explored and solved in front-line teaching.This study attempts to test the feasibility and effectiveness of context-based teaching in improving vocabulary learning among high school students by implementing an action research of context-based English vocabulary teaching.This study attempts to answer the following questions:(1)How is context applied to English vocabulary teaching in senior high school?(2)What are the effects of context-based English vocabulary teaching on senior high school students’ vocabulary learning?This study took 58 Senior 1 students from a high school in Shantou City as the research participants.Based on the construction of a context-based high school English vocabulary teaching process and teaching principles,a two-round action research was carried out.During the 13-week study,data was collected through test,questionnaire,interview,classroom observation and teaching log.The effectiveness of context-based English vocabulary teaching was explored through the analysis of the collected data.Through this study,the following conclusions were drawn:(1)there is a significant increase in the students’ vocabulary receptive knowledge and productive skills after the implementation of context-based English vocabulary teaching;(2)high-achieving students make the most progress,while under-achieving students make the least progress;(3)most students approve of the idea that vocabulary can be better learned in a certain context.The results of the study can provide references for front-line teachers to effectively carry out context-based English vocabulary teaching. |
