Research On Context Input In English Vocabulary Teaching Of Senior High School

As one of the three main factors of language, vocabulary is a quite important part which cannot be neglected in vocabulary teaching of senior high school. The teaching and acquisition of vocabulary cannot be realized without the support of context. Students can really master the usage and meaning of one word only when it is taught in context. In addition, the New Standards of National English Curriculum lists out the specific requirements about making use of context in vocabulary teaching.The thesis is a study on the situation of context input in the vocabulary teaching of grade two in No.7 Senior High School of Dongguan based on one-semester teaching practice. It aims to analyze the characteristics of context input in stages of vocabulary presentation, vocabulary explanation as well as vocabulary practice and consolidation from four aspects including content, form, purpose and the rate of recurrence of vocabulary, through which the author can find out the existing problems and valuable experience in the context input of vocabulary teaching. Then, the author analyzes the reasons for these problems according to the result of interview and puts forward possible solutions based on the specific reasons.The research instruments are questionnaires for teachers and students, teaching cases and interview. The questionnaires are used to investigate the attitudes and feelings of students in grade two when they make use of context in vocabulary learning and look into how their teachers use and create context in vocabulary teaching. The participants of questionnaires are 100 students in two classes of grade two and 14 teachers of this school who have taught English in grade two in the past two years. The subjects of the interview are 7 English teachers who were teaching English in grade two during the 2014-2015 school year. The interview aims at finding out the specific reasons for the existing problems in context input. The typical teaching cases that the author selects are used to further present the specific situation of context input in a direct and clear way besides the general situation known from questionnaires. The results show that most teachers can input relevant context appropriately in vocabulary teaching such as phrase context, sentence context, situational context and cognitive context to serve the presentation, explanation and practice of vocabulary. However, in this process, the author finds out that there are still many detailed problems in context input by analyzing the specific teaching cases. For example, the context of different words lacks relevance and integration. Part of the sentence context is away from students'real life. Teachers lack the awareness of inputting context in oral language or body language and the input of cultural context is insufficient. These analyses based on teaching cases are the deep exploration for the current situation of context input, which goes further than simple questionnaires.To sum up, the thesis tries to present the current situation of context input, summarize experience, find out problems and propose related suggestions on the basis of these investigations and analyses.