An Empirical Study Of Contextualized English Vocabulary Teaching In Junior Middle School

In recent decades, with the development of English teaching reform in China,many scholars have done some researches on vocabulary teaching from differentaspects. However, due to the entrenched traditional teaching mode，and variouspressure of entering a higher school，isolated vocabulary teaching and mechanicallearning are widespread in middle schools of our country, which make both theteachers and students step into wrong regions. At the same time, there are someproblems existed in the new Curriculum Criteria. Therefore, time-consuming butpoorly-eiffcient vocabulary teaching is a widespread phenomenon, students lack ofeffective vocabulary learning strategies, especially the low accuracy in vocabulary use,which cause pragmatic failures in communication’. In the long run, students Englishlearning interest reduced, their scores are difficult to improve. Therefore，it is urgent tofind out effective methods.At present, contextualized vocabulary teaching has been accepted by more andmore teachers and students. However, this method is still in a lfedging period. Thispaper brings context theory into English vocabulary teaching, reviews the relatedstudies of context theory, on the basis of these, the author makes an exploration tocontextualized vocabulary teaching. The author puts forward two questions:(l)Whatare the effects of contextualized vocabulary teaching on students’ vocabularyacquisition?(2)What are the effects of contextualized vocabulary teaching on themultiple-choice cloze test? Through reading relevant literature, together with thequestionnaire and interview survey, the author took the Go for it series textbook ofGrade Nine as the teaching material, supplemented with relevant practice, The3-monthcomparison experiment was carried out in a middle school of Zhuzhou, the subjectswere from two parallel classes of Grade nine in this school，Considering the limitationand reality of the teaching period, the author put context theory into practice step bystep, Contextualized vocabulary teaching expeirment was carried out in theexperimental class, from the aspects of linguistic context. It is embodied in the wholeprocess of vocabulary learning, rfom new vocabulary presentation, practice toconsolidation. While traditional methods were used to the students of the control class.By using SPSS to compare the pretest and posttest scores of the two classes, and thetwo questionnaires, the results showed that the students of the two classes in thesimilar level before the experiment, while the situation is totally different after 3-month experiment, the scores of the class with the context theory is obviously betterthan the control class using the traditional method, the students in experimental classpaid more attention to the context in which the vocabulary occurs, their learningstrategies have improved greatly, their learning effect have enhanced a lot.Through this empirical study in junior middle school，This thesis ifnally draw theconclusion: ifrst, contextualized vocabulary teaching has many positive impacts on thejunior middle school students;’whats more，this method could improve the students’strategy of doing the cloze test; At last, the thesis also presents the limitations andinspiration in this study, some practical suggestion are put forward for contextualizedvocabulary teaching. It is expected that this study will be helpful to the futureresearches and the practical English vocabulary teaching.