On The Context Vocabulary Acquisition Of High School English Students With Learning Difficulties

National English Curriculum Standards for Common Senior High School (experimental) require the English teachers to show solicitude for each student's feelings, respect their individuality, optimize their learning and develop their own learning ability in their teaching. These new conceptions objectively request the educators to pay more attention to less able students of normal intelligence, who can get general academic performances in other subjects, but whose language learning abilities are very poor. Because only when less able students become good students can teaching quality be considered as a qualitative improvement. A relative study found that the generation of senior high school students with English learning difficulties is mainly due to students memorizing new words in isolation, resulting in a poor efficiency and making the less able students lose confidence in learning English well. This thesis selects senior high school students with English learning difficulties as subjects, based on the theory of context, to explore the effects of context on the students'new words acquisition through a teaching experiment whose results show that helping less able students learn to use comprehensible context and memorizing word list as a supplement to enlarge vocabulary can effectively improve their vocabulary and English scores. This paper also proposes the basic approaches of training less able students to expand vocabulary by using context theory.This thesis is divided into six sections. The first part describes less able students' poor study state, analyzes the reasons causing this recession, and put forward the key to solve the problem lies in helping them use words context to study strange words. The second part summarizes the study of less able students and context at home and abroad and tries to find an entry point and inspiration for the study. The third part discusses and analyzes the contextual theory and the theory of memory, elaborating the relationship between context and vocabulary and the classification of context, which lays a solid theoretical foundation for the study. The fourth part describes the course of empirical research that employing context memorizing new words in teaching practice. Based on analysis of experimental results, the fifth part draws the conclusion: providing less able students with context and training them to make use of context to enlarge English vocabulary can improve the achievements of students with English learning difficulties effectively. In the sixth part, it describes the limitations and follow-up studies.