An Application Study Based On Context Theory In English Vocabulary Teaching In Junior Middle School

Vocabulary plays a vital role in English learning in junior middle school,and the acquisition of the vocabulary can really enhance students' language competence.So vocabulary teaching in junior middle school cannot be ignored.But many studies suggest that the vocabulary is difficult for students to remember and teaching efficiency is low in junior middle school nowadays.Many scholars have explored some efficient teaching methods in order to change this situation,and using context theory in vocabulary teaching has been paid more attention.Context mainly includes linguistic context and non-linguistic context.Linguistic context refers to the lexical,grammatical and verbal context.Non-linguistic context includes situational context and cultural context.The author hopes to improve junior middle school students' English level in general through using context theory in vocabulary teaching.This research mainly employs the theory of context theory,constructivism learning theory and cognitive theory and the author uses context theory in vocabulary teaching in the experimental class.These two hypotheses are involved in this research: First,the context teaching approach can improve junior middle school students' English score.Second,the context teaching approach can increase junior middle school students' interest and confidence in learning English vocabulary.The research subjects are those students who are from Grade Eight of No.2 Middle School in Yijinhuoluoqi,Ordos,Inner Mongolia.Class 153 is selected as the experimental class and Class 152 is selected as the control class,and the students from the two classes are nearly the same in age,knowledge level and learning environment and so on.In the course of sixteen-week experimental study,the author collects the data through the pre-test and post-test,students' questionnaires and interviews carefully.After the experiment,the author uses SPSS 25.0 data statistics software to analyze the data carefully.The average score of the experimental class is 70.36 but the average score of the control class is 56.38.So the score of the experimental class is improved a lot.And the author finds that the students have changed their attitudes towards vocabulary learning through analyzing questionnaires and interviews.Through research,this paper has got following conclusions: First,using context theory in vocabulary teaching can improve junior middle school students' English score.Second,using context theory in vocabulary teaching can increase students' interest and confidence in learning English vocabulary.The results of this research are helpful for junior middle school vocabulary teaching at present.And it is also an efficient learning method for the students.In the end,the author finds unexpectedly that as long as the students master more vocabulary,their reading ability will be improved.At the same time,this research still exists some shortcomings,such as: the training time for students' words learning by using context theory is not enough and the students are just trained at the beginning of the class.