An Experimental Study Of English Vocabulary Teaching Under The Context Theory In Bilingual Senior School

As the foundation of language, vocabulary is one of the most important factors. As an integral part of foreign language teaching,vocabulary teaching plays an important part. In the condition of traditional teaching methods, students usually learn vocabulary by amount of mechanical practice,and they could not understand and use them appropriately in particular context.The reason is that the students only remember the connotative meanings usually mentioned in the textbooks or dictionaries and ignore that the same English word has different meanings in different contexts.So in this paper, it makes a study to explore the effects of context theory in Kazakh bilingual high school English vocabulary teaching.The thesis mainly studies the application of context theory in vocabulary teaching in XinJiang No.36 Middle School and two Kazakh bilingual classes from senior two are selected as the subjects. An experimental study is carried out to test how the context affects Kazakh students’ learning of vocabulary. After studying a variety of vocabulary teaching methods, context theory and searching quantities of materials, the author makes a twelve-week experiment. The experimental research is conducted in the circle of 81 students from the two Kazakh bilingual parallel classes,Class three and Class four of Grade two.The 40 students from the experimental class is taught by contextual teaching method,while the 41 students of the control class is taught by the traditional teaching method. As to the experimental methods,the author conducts the research on the base of two pieces of questionnaire and two piece of test papers.All the subjects have to take a pre-test and post-test before and after the treatment,the collected data is analyzed by SPSS 17.0 in order to see whether there are statistical differences between the two classes.It is revealed from the questionnaire before the experiment that most of the students in the experiment hold a positive attitude toward English vocabulary learning. The experimental result shows the fact that the students in experimental class get a higher mark than those in control class. Compared with the traditional teaching method,the contextual teaching method does have the advantages. According to the questionnaire after the experiment, students begin to like memorizing vocabulary, more interested in learning of English vocabulary. The interview’s result also shows that the students like the teacher to explain vocabulary through different context, vocabulary teaching context model to promote the student’s understanding of vocabulary, improving the ability to use and memory vocabulary. Finally, the author points out the limitations of this study and put forward some suggestions on contextualized vocabulary teaching.