Study On The Application Of Situational Context To College English Vocabulary Teaching

Vocabulary is an important aspect of language learning and serves as the basis of language skill development. It is the most essential element of language, so vocabulary teaching is considered as an important part of Second English Teaching. In order to get an accurate understanding of English words and their meanings, English learners need to resort to the linguistic and non-linguistic contexts. The non-linguistic context is a complex system including all the material and spiritual factors, and the factor of situational context is especially significant.This study aims at promoting the application of situational context in college English vocabulary teaching, thereby to improve college students’competence of understanding and using of vocabulary. At the theoretical level, targeted on the basic theory of situational context, the vocabulary teaching at home and abroad were studied. In order to provide a theoretical support for the contrastive experimental study, the author carried on the induction and summary. At the practical level, this study uses the method of contrastive analysis. A survey study was conducted among the second-year Non-English Majors and college English teachers in Liaoning Finance and Trade College, which consisted of two questionnaires and vocabulary tests in order to know the level of the students’ vocabulary acquisition and the necessity of using the situational context in college English vocabulary teaching. It mainly studies vocabulary learning concept and the relationship between the learning strategies and English achievements. It aims to learn more about the understanding of situational context teaching by the contrastive analysis and further explore how to improve the effect of learning English under the situational context.The experiment was also carried out to testify the positive effect of situational context on students’vocabulary using. In the end, the author found out that it can improve the students’ achievement and help the students to improve their learning competence. In addition, the author made a conclusion and proposed some available suggestions for college English vocabulary teaching according to the results and analysis from the data collected.