A Study On The Application Of Contextualized Vocabulary Teaching Model In Junior High School English Listening Teaching

Vocabulary is the most basic unit of language and one of the three elements of language.The importance of vocabulary to language is self-efficient.Therefore,vocabulary teaching plays an important role in English teaching.The foundation of middle school students to learn English well is to master enough English vocabulary through learning,which is also the premise of middle school students’ language communication activities.Listening is the major means of communication and one of the ways for people to learn and master language.The middle school English syllabus clearly stipulates: English examination must have the written examination,and also must have the spoken language and the listening test.Therefore,we should pay enough attention to listening in English teaching.Teachers should carefully study the theories and models of listening teaching,explore the listening teaching model which accords with the teaching principle and which students are easy to accept,and strive to improve the effectiveness of listening teaching.However,in the traditional listening classes,due to the limitation of listening equipment,listening materials,class time pressure and other conditions,it is often not able to achieve the ideal listening training effect.Therefore,the reform of listening teaching is imperative.Contextualized vocabulary teaching model refers to an English teaching model which combines vocabulary and contexts.In recent years,many scholars at home and abroad have carried out thorough discussions and researches,and there are many research results which are verified that contextualized vocabulary teaching model has a positive effect on English learning.In order to improve the present situation of English listening teaching in junior high school,this thesis protocols to explore the feasibility and effectiveness of English listening teaching.The two classes I taught were selected as the control class and the experimental class as the research objects.The traditional vocabulary teaching model was used in the control class,and the vocabulary teaching model based on context theory was used in the experimental class.Through a 10-week application study,three hypotheses were proposed and validated by the author: 1)With the help of the contextualized vocabulary teaching model,the English listening learning self-efficacy of junior high school students have improved;2)With the help of the contextualized vocabulary teaching model,the junior high school students’ English listening scores have improved;3)With the help of the contextualized vocabulary teaching model,the junior high school students’ English listening interest have improved.During the 10-week experimental teaching,listening pre-test,post-test,questionnaire surveys and interview questions were used as research instruments,the collected data was analyzed by the SPSS 21.0 and Excel 2003 data analysis software.The results of two listening test data show that the English listening scores of the experimental class have been greatly improved compared with the control class.The results of questionnaires and interviews show that the students’ self-efficacy and interest in listening learning have changed positively after the experiment,and the students’ listening learning attitudes and learning methods have also been improved.Therefore,the three experimental hypotheses are tested positive.Finally,this thesis discusses the implications of this study on English listening teaching in junior high school in the future.Due to the limitation of experimental time and the range of experimental objects,this study still has limitations and needs to be improved in the future research.