An Experimental Study On The Context-Based English Vocabulary Teaching In Junior Middle School

Vocabulary teaching is important to develop listening,speaking,reading and writing in English teaching of Junior Middle School.But in practice,most students still mechanically learn vocabulary.While English learning is a long course,mechanically learning will make students distaste vocabulary learning.Realizing the importance of vocabulary learning,many experts and scholars also carry out some researches.Among them,context theory is greatly emphasized.In this essay,the author attempts to verify the effectiveness of context theory by experiment through the combination of context theory with English vocabulary teaching.80 participants are all from two classes of one Junior Middle School.Either of the two classes has 40 students,who all participate in the experiment.The author at random selects one class as the experiment class and the other one as the control Class.Before this experiment students in the two classes showed no difference concerning English learning.The aim of the experiment is to verify the following three hypotheses:1)The vocabulary teaching based on context theory can increase students' interest in vocabulary learning;2)The vocabulary teaching based on context theory can improve the correctness of cloze tests;3)The vocabulary teaching based on context theory can benefit the long-term memory of vocabulary.In order to verify above questions,the author has carried out teaching experiment over the last 16 weeks.In EC,the author wields context theory to organize teaching.In CC,the traditional vocabulary teaching approach is still used.After the experiment,the author finds that vocabulary learning interest,scores of two cloze tests and three vocabulary memory tests in EC all exceed those in CC.At the end of this paper,the author points out the limitation of this experiment and proposes suggestions on context vocabulary teaching.