An Application Of Context Theory To English Vocabulary Teaching In Junior Middle School

As is known to all,vocabulary learning is crucial to learners' overall language acquisition.However,there are still many problems as for vocabulary teaching in the junior middle school.Vocabularies being taught without context gives rise to difficulties in understanding and applying vocabularies.Thus,new method where context dominates is urgently needed.This thesis aims to explore the effectiveness of teaching vocabulary in context.(1)What are the effects of context-based vocabulary teaching on learners' vocabulary guessing ability?(2)What are the effects of context-based vocabulary teaching on learners' vocabulary comprehension?(3)What are the effects of context-based vocabulary teaching on learners' use of vocabulary?The research was conducted in XZ Experimental School for 10 weeks over the first semester in the academic year 2019-2020.The participants are the learners of Class Three,Grade Nine in XZ Experimental School including forty learners(25 boys and 15 girls)from fourteen to fifteen in age.Research instruments such as questionnaire,test,interview and class observation are employed in the research.The findings are as follows: Firstly,compared with the traditional vocabulary teaching method,the contextual teaching method of vocabulary can improve students' vocabulary guessing ability more effectively.With no significant difference in the lexical guessing ability of the two classes in the pre-test,the Independent Sample T test shows that there is a significant difference in the guessing performance of the two classes.The paired sample T test also showed that there was a significant difference between the test results of the experimental class before and after.These data show that under the context-based vocabulary teaching method,students in the experimental class performed better than those in the control class.Secondly,context-based vocabulary teaching method can help students improve their understanding and use of vocabulary.From the comparison of test results,in terms of the comprehension of the noun,verb,adjective,Independent Samples T test showed that the two classes' vocabulary understanding result there were significant differences,and it is because the specific context,narrowing the scope of the semantic,reducing the ambiguity in understanding.In terms of use of nouns,verbs,adjectives,Independent Samples T test showed there were significant differences between two classes.What's more,Paired Sample T test also shows significant difference before and after the experimental classes.In addition,the context-based vocabulary teaching method has a positive impact on students' interest,confidence and motivation in vocabulary learning.The results indicate that: first,context-based vocabulary teaching is conducive to stimulating students' interest in vocabulary learning.Second,this teaching method can help cultivate independent learning by guessing meaning of words.In addition,teachers should provide appropriate help in class and provide guidance on vocabulary learning strategies according to students' actual learning conditions so as to improve students' overall vocabulary competence.Finally,there are still some deficiencies in this paper.First,the number of samples is small.Secondly,the progress of the high school entrance examination influences the experiment to a certain extent;Finally,some factors cannot be completely ruled out.Therefore,it needs to be further improved.