The Application Of Context Theory In English Vocabulary Teaching In Secondary Vocational School

Vocabulary is one of the three important components of the English language learning process.For English education,the role of vocabulary is irreplaceable.Similarly,in secondary vocational schools,English teaching has always been the focus of teachers.English vocabulary is difficult to build up,so it is difficult for learners to master the vocabulary accurately.Secondary vocational students have a weak foundation in English.When faced with a large number of complex English words,they lack confidence in learning and even become tired of learning.This poses a challenge to English vocabulary teaching.At present,most secondary vocational students memorize words by using rote memorization,and the results are not ideal.Due to the unsatisfactory level of English vocabulary,it is difficult for learners to achieve the cultivation of listening,speaking,reading and writing skills,and it is even more difficult for them to improve the comprehensive English ability.Based on the perspective of context,this thesis analyzes the unique role that context theory plays in the process of vocabulary teaching.It can be seen that most of the vocabulary comes from a particular context,or is at least closely related to a certain context.Therefore,context plays a very important role in students' understanding and mastery of vocabulary,teachers in secondary vocational schools should realize that English vocabulary teaching is not only the focus but also the difficulty of English teaching.How to improve the effectiveness of English vocabulary teaching needs to be solved urgently.The purpose of this research is to explore the effectiveness of using context theory in English vocabulary teaching in secondary vocational schools.It mainly discusses the following three issues: 1)How does contextual vocabulary teaching affect vocabulary learning in interests and attitudes of secondary vocational school students? 2)How does contextual vocabulary teaching affect the accuracy of vocabulary use among secondary vocational school students? 3)How does contextual vocabulary teaching affect vocabulary study strategies?An empirical study was conducted with teachers and students of a secondary vocational school in the province of J as interviews and experimental subjects.The contextual English vocabulary teaching activity was designed and implemented,and a 16-week teaching experiment was conducted.Interview to English teachers has found that vocational English teachers are not familiar with context theory.Most teachers have not even heard of this theory,so they are neither positive nor negative in their attitudes to the context theory.The questionnaire data obtained in the experiment was analyzed and summarized with SPSS software(version 25.0),and the experimental subjects' vocabulary test results before and after the test were compared and analyzed.The results show that: 1)context theory in vocabulary teaching can arouse students' interest,improve their attitudes,and increase vocabulary learning strategies in English learning in secondary vocational schools;2)context theory in vocabulary teaching can effectively improve the accuracy of vocabulary use of secondary vocational school students.Based on the main conclusions in this study,relevant suggestions for English teaching in secondary vocational schools are put forward: 1)English teachers in secondary vocational schools should strengthen professional theoretical literacy;2)the context setting in vocabulary teaching should be professional and clear;3)Vocabulary teaching should combine authenticity and creativity;4)the advantages of direct and indirect vocabulary learning should be strengthened;5)a variety of contextual activities should be created to create an active classroom language environment.