A Study On The Application Of Context-based Theory Teaching Model To English Vocabulary In Junior High School

Vocabulary is the foundation of language learning,which plays a significant role in English learning.The mastery of English vocabulary has a certain influence on listening,speaking,reading and writing in English learning.Therefore,how to conduct vocabulary teaching effectively has always been a concern for teachers.In recent years,many domestic scholars have advocated teaching vocabulary in context.Context theory is widely used in senior high schools and universities,but rarely used in junior high schools.This paper attempts to apply context-based theory teaching model to junior English vocabulary with the purpose of testing its application effects in junior English vocabulary teaching.The study mainly focuses on two research questions: what are the effects of context-based theory instruction on junior students' English vocabulary learning? what are the changes of junior students' attitudes towards English vocabulary learning through context-based theory instruction? A 15-week experiment is conducted in two parallel classes from Grade 8 in Shenyang No.43 Middle School.The experimental class is taught in context theory,while the control class is taught in traditional way of vocabulary teaching.During the experiment,tests,questionnaires and interview are used as experimental tools.Vocabulary tests are performed in the two parallel classes respectively before and after the experiment so as to test the effects of context-based theory instruction on students' vocabulary learning.All the data are analyzed by SPSS 22.0.What's more,in order to explore the effects of context-based theory instruction on students' attitudes towards vocabulary learning,the same questionnaires are distributed to the experimental class before and after the experiment.Meanwhile,an interview including six students in the experimental class is carried out.With the completion of the whole study,it will be easy to conclude that context-based theory instruction has positive effects on junior students' memory and understanding of English vocabulary learning.In addition,students' interest,cognition and behavior tendency in English vocabulary learning are significantly improved.Through this study,it hopes to make junior English teachers have a deeper understanding of context theory and help them apply context theory to vocabulary teaching.