The Action Research Of English Lexical Teaching Based On Context Theory In High School

English vocabulary teaching is an indispensable link throughout high school English teaching. English teachers are facing new challenges in lexical teaching after the new curriculum reform. The traditional lexical teaching which is the decontextualized way cannot meet students’ lexical learning needs.The author identified the present problems among students by collecting and analyzing the data of questionnaire, interview and pre-test. Students have misunderstandings on vocabulary learning. Most of them learn and memorize words by mechanically way. The new words and its real contexts are separated. And their weakness of lexical learning strategies as well as the bad learning habits led their ability unequal to their ambition in English learning. But putting context theory into practice and taking advantage of contexts to understand words can prompt students to learn vocabulary better. The author, therefore, confirmed the feasibility and availability of context theory in high school lexical learning combing through the related literature and theory.Therefore,the author explored a twelve-week action research plan in the light of the pattern "plan—action—reflection and modification—action—reflection". The author adopted contextual vocabulary teaching, presenting the new words in different contexts,training students’competence of guessing unknown words with various drills and practices.It turned out that students have made obvious progress in their learning attitudes,strategies and competence, and the author has improved her classroom efficiency and effect with the increasing exploration and reflection. What’s more, the relationship between students and teacher has become closer and more equality.At the same time, there are two aspects of implications for this study. For students, they should be able to use contexts to learn English vocabulary. For English teachers, they should insist the subject status of students, respect the differences and stimulate their learning potential and interest, but also frequent the directions of learning strategies and provide more chance to practice.