A Study Of Contextualized Vocabulary Teaching In Reading In The Senior High School

Reading is the effective way to learn vocabulary, and the accumulation and appropriate application of vocabulary can improve students’reading. But the present vocabulary teaching is isolated from the context, from the theme and from the students’daily life. Vocabulary teaching lacks the overall design, lacks the cultivation of the students’thinking, and lacks the effective lexical teaching strategies.Educators at home and abroad have done much research on reading and vocabulary teaching separately, but few have focused on the integration of both. This thesis aims to explore how to better understand the context through the analysis of vocabulary and how to learn the vocabulary based on the context and the theme. This sort of combination is intended to help students to learn vocabulary in the context by creating life situations and to promote their deep understanding of the text by the overall design of vocabulary teaching. Above all, to improve students’overall communicative ability is the final target of language teaching.In an attempt to explore the effectiveness of vocabulary teaching in reading on the basis of the context, I have done interviews and questionnaires, and a whole process of empirical research has been carried out objectively. With the collected data, two hypotheses have been proved:one is that learning vocabulary in reading helps to deepen the understanding of the text; the other is that learning vocabulary in context help students to consolidate and apply vocabularies in real situation. Accordingly, this thesis proposes four methods for future vocabulary teaching and presents some limitations of this research.