An Experimental Research On The English Vocabulary Teaching Of Ethnic Minority Students Based On Context Theory

Vocabulary is an integral foundation in English learning.English vocabulary teaching plays an essential part of the entire English education.However,in some autonomous regions in China,especially in remote ethnic minority areas,the lack of necessary guidance in teaching strategies has led to unsatisfactory learning effects for students,which also has a bad influence upon their learning of English listening,speaking,reading and writing.Therefore,we need to explore a rather effective method to improve teaching effectiveness.This research aims at studying the effect of context theory in senior high school English vocabulary teaching.This is a teaching experiment research,which uses research tools such as literature research,questionnaire survey and tests to collect data,and then conducts data analysis to obtain the study results.Four questions are supposed to be answered:(1)Can the use of context theory in English vocabulary teaching stimulate the interest of minority students’ in vocabulary learning?(2)Can the use of context theory in English vocabulary teaching improve the minority students’ learning strategies?(3)Can the application of context theory promote the minority students’ academic achievement?(4)In which stage of the application of the vocabulary teaching in reference to context theory in senior high schools has the most significant effect?Aiming at the research problems,the author took Rongjiang No.1 Senior High School in Qiandongnan Miao and Dong Autonomous Prefecture,Guizhou Province as an example and selected 112 students in Grade1 for empirical study.Before conducting experimental teaching,the students in the experimental class were required to do a questionnaire,and then the students in the two classes were pre-tested.After a four-month teaching experiment,the students in two classes were tested again,and the author analyzed the results of the two tests to understand the effect of English vocabulary teaching under the guidance of context theory.Then another questionnaire was sent to the students in the experimental class again.It is revealed from the data that context-based English vocabulary teaching can stimulate the enthusiasm of minority students for vocabulary learning and improve their learning strategies to promote their English achievement.In addition,the research also found that the application of context theory to the presentation and consolidation of English vocabulary teaching has the most significant effect.It can be inferred that context-based English vocabulary teaching in senior high schools has good teaching effects.The author sincerely hopes that the study results can shed some precious light on English vocabulary teaching in senior high schools,and also provide some theoretical support and practical results support in the field of education and teaching practice.But this study still has many limitations: First,there is insufficient time.Second,this study does not have enough depth on context theory.Third,the design of the questionnaire still needs to be improved.Fourth,due to the existence of multiple causes and limited research conditions,this study cannot fully prove that the improvement of the English vocabulary in the experimental class after the experiment is entirely due to the use of context theory.Fifth,how to create context for abstract nouns needs to be added.Coupled with the limited level of personal research,more comprehensive,objective,and detailed data cannot be obtained.In the future teaching and research,the author will continue to improve,hoping to get better research results.