An Action Research Of Context-based English Vocabulary Teaching In Junior High School

Context-based vocabulary teaching has been a hot topic in English educational research at home and abroad.National English Curriculum Standards at the Stage of Senior High School(2017 Edition)emphasizes once again that “all language learning activities should be carried out in a certain thematic context.” The view of “combining textbooks,depending on context,deepening understanding and emphasizing pragmatic function.” has become one of the approaches to reform ELT in junior high school.However,English teachers in junior high schools still emphasize that learners should receive and memorize the meaning of the vocabulary they have learned,while ignoring to combine different contexts to enable learners to consolidate their mastery of English vocabulary.As a result,many learners only know the correct pronunciation,spelling and interpretation of vocabulary and lack the ability to use English vocabulary correctly and appropriately in different contexts.Starting with the definition of context,this thesis discusses the current situation of vocabulary teaching in junior high schools at home and abroad,and points out the necessity and feasibility of applying context in vocabulary teaching and helping junior high school learners acquire effective learning strategies.More specifically,this thesis attempts to explore: 1)What difficulties are the learners facing in their vocabulary learning? 2)What strategies can the learners use to improve their English vocabulary learning based on context? 3)Which teaching activities can facilitate learners to learn vocabulary more effectively?As an action research,this research was carried out in a class in Grade Eight of a key junior high school.The research nearly lasted for about one semester.Through the cycle of "Plan—Reflection — Adjustment — Re-Plan — Re-Adjustment",the procedure of action research,41 students were selected as the participants in order to explore more effective contextual English vocabulary teaching methods and approaches and the data collected included Pre-questionnaire,vocabulary tests,interview,classroom observation and so on.After 12 weeks of action research,firstly,the results show that junior high learners are receptive to context-based vocabulary teaching.However,in their previous vocabulary learning,their inefficient and improper ways to learn English vocabulary reduced the motivation and confidence in learning English vocabulary.As a result,most of the learners are also expecting teachers to provide them with more effective vocabulary learning and consolidation skills.Secondly,based on the results of vocabulary tests at various stages and other English teachers' suggestions towards writer's English vocabulary classes,through constant reflection and adjustment,the writer summarized a variety of vocabulary presentation,vocabulary drilling and vocabulary consolidation teaching activities.Thirdly,the results of vocabulary tests show that context-based vocabulary teaching is beneficial to the improvement of learners' vocabulary competence and the efficiency of teachers' vocabulary classroom.Finally,pedagogical implications and suggestions for learners and teachers are as follows: On the one hand,learners are able to form more effective vocabulary learning strategies under the guidance of effective contextual vocabulary teaching.On the other hand,teachers,they should insist the subject status of learners,respect the differences,stimulate their learning potential and interests,and make continuous efforts to seek more effective contextual vocabulary teaching methods in the future.