A Study Of Context Teaching Method On The Effect Of English Acquisition For Middle School Students

With experimental study on influences of context pedagogy to English acquisition of students in junior high schools, comparative experiments between control class and experiment class, large quantity of collected data in pre-test and post-test, this paper proved that the context pedagogy enabled to improve the English acquisition effects of student in junior high schools from four aspects, listening, speaking reading and writing.The pedagogy was controlled in the experiment process, i. e. context pedagogy for experiment class and traditional pedagogy for control class. Both classes had the same levels before the test. With half a year of experiment, there was significant different in the post-test. The average score and student number of full score in experiment class were improved significantly in all question types. The students had excellent performance in listening, speaking, reading and writing. Furthermore, the interview results showed that context pedagogy was much popular among students.This paper applied literature method to look up large number of context pedagogy related theories and used experiment method to collect data. It understood the views and attitudes of students in junior high schools on context pedagogy, and proved that context pedagogy had significant improvement effect on English learning for students in junior high schools from four aspects, listening, speaking, reading and writing. Furthermore, the context pedagogy could reduce the course pressure of students, enhance learning interest of students and improve the associative ability and overall language proficiency of students.