A Case Study Of English Vocabulary Teaching In Junior High School From The Perspective Of Context

Vocabulary is very important in language learning.In traditional vocabulary teaching,the teaching methods are relatively single as teachers usually impart vocabulary one by one on the vocabulary lists.The students memorize words merely by reciting the list of words and the meaning of the words mentioned in the textbook,making vocabulary learning tedious.With the advancement of English teaching reform,the theoretical guidance of context as a means of vocabulary teaching is affecting teachers.Based on the context theory,the researcher observes and analyses the vocabulary teaching classroom so as to analyze and test the implementation of context in vocabulary teaching.This research aims to solve the following three problems: 1.What is the current situation of applying context to English vocabulary teaching in junior high school? 2.What are the roles of the context's diverse feature in English vocabulary teaching? 3.What problems do teachers have in the process of vocabulary teaching in junior high school?The author mainly adopts the methods of literature research,classroom observation and interview.At first the literature review is made,including the concept and classification of context,conclusion and comments about related researches at home and abroad.Then,three English teachers and their 260 students from grade 8 in No.15 middle school of Nanning are taken as the research object.The researcher observes the teachers' use of diverse features of context in English classroom and students' reactions,finding out the observation points corresponding to the diverse features of context theory,and carries on the analysis.Finally,after classroom observation,teachers and students are interviewed to obtain their views on applying the diverse features of context in vocabulary teaching.Through processing and analyzing the results of classroom observation and interviews,this author explores theshortcomings and reasons of teaching methods in vocabulary teaching,and puts forward suggestions.The results are as follows: 1.In most cases,teachers still adopt traditional vocabulary teaching methods and seldom use context.When teachers create a certain context,students will be more absorbed and have a relatively deep memory of vocabulary.2.The diverse features of context can help students guess,memorize and use words respectively.3.Teachers usually focus on the literal meaning of vocabulary and students' recognition,but ignore the practical use and the meaning of vocabulary in contexts.Through the observation and analysis of vocabulary teaching activities,this study is expected to further expand the scope of context theory in English vocabulary teaching,and provides new ideas and methods for English vocabulary teaching in junior high school.