A Study Of Context-based Vocabulary Learning Of Senior High School

As a basic link of English teaching, vocabulary teaching has had a place in Englishteaching in high school. However, there are still some problems in the present vocabularyteaching. For instance, on one hand, some students learn vocabulary mechanically withoutunderstanding and applying them. Thus, their learning effect becomes poor. On the otherhand, some teachers still teach vocabulary in a traditional way, leading to the studentslearning vocabulary passively. Facing such a situation, the author intends to apply thecontext theory to English vocabulary teaching in high school, and attempts to explore anew way of teaching vocabulary, hoping to find an effective method to English vocabularyteaching in high school.The thesis studies the vocabulary teaching through context-based approach. Anexperimental study is carried out to examine two hypothesis:①Teaching vocabulary incontext can improve the students’ interest in vocabulary learning.②Teaching vocabularyin context can improve teaching quality.During the process of the experiment, the author uses the traditional way to teachvocabulary, teaching vocabulary according to the wordlist step by step and detectingvocabulary by dictating and translating. However, the author applies the context theory tovocabulary teaching practice, especially in the stages of presentation and consolidation. Inthe experiment, two comprehensive English tests are conducted. Comparing and analyzingtwo groups of data, the author gets the results that contextualized vocabulary teaching ismore effective, helping the students in experimental class get a higher mark than those incontrol class. The results of communication, interview and questionnaires show that thestudents’ interest in vocabulary learning is stimulated if the context theory is applied.Finally, the author points out the limitations of this study and puts forward somesuggestions on contextualized vocabulary teaching.