A Study On The Effect Of English Vocabulary Teaching Based On Contextualized Linguistic Input In Junior High School

Vocabulary is the foundation of English learning,and the effect of vocabulary learning will directly affect the development and improvement of students’ overall English level.However,the effect of vocabulary teaching is not satisfactory in actual English teaching.Students are not motivated to learn vocabulary,and they can not accurately understand words although they can spell them.Therefore,this study aims to apply contextualized linguistic input strategies to solve problems in vocabulary teaching.Contextualized linguistic input means that the language input should be based on text or discourse as the unit,and it should be carried out in the thematic context that reflects the natural use of the language.In order to explore the practical effects of contextualized linguistic input in vocabulary teaching,the following questions are put forward:(1)What problems are there in current English vocabulary teaching in junior high school?(2)Can the implementation of contextualized linguistic input strategies promote English vocabulary learning in junior high school? What are the differences in the impact of contextualized linguistic input strategies on students of different levels?(3)What are the differences between the linguistic context input and the extrasituational context input in promoting English vocabulary learning?This study adopts experimental method,in which the subjects are 90 students from a junior high school in Jimo District,Qingdao.The experiment started in October 2020 and ended in December 2020.In the preparation phase,vocabulary pre-test and questionnaire survey were conducted in the two classes.The result of independent sample t-test shows that there is no significant difference between the two classes,which proves that the two classes have initial comparability.The questionnaire survey is to investigate students’ attitudes to vocabulary learning,students’ learning needs and teachers’ teaching methods.In the experimental phase,the control class adopted traditional vocabulary teaching methods,while the experimental class integrated contextualized linguistic input strategies into vocabulary teaching.Meanwhile,different types of contextual input were applied to the experimental class.At the end of each unit,an instant vocabulary post-test was administered in the two classes.In the data analysis phase,SPSS 26.0 was run to analyze the data collected.The study draws the following conclusions: Firstly,Although students realize the importance of vocabulary learning,they are not initiative in learning.And they still learn vocabulary by rote memorization,which is inefficient.Teachers apply monotonous methods,which fails to integrate context into vocabulary teaching.Students are interested in contextualized linguistic input strategies and hope that teacher can apply them to teaching.Secondly,contextualized linguistic input strategies provide students with a new way to learn vocabulary and promote their learning efficacy.Learning vocabulary in context strengthens their understanding of vocabulary in different context.Thirdly,Contextualized linguistic input strategies have different effects on students at different levels.The effect on the low-level students is greater than that on the high-level students.Low-level students have weak vocabulary foundation,and the contextualized linguistic input strategies can stimulate their enthusiasm for vocabulary learning and meanwhile effectively improve their learning ability.Fourthly,Different types of contextual input have different effects on vocabulary learning.The linguistic context is more conducive to the learning of form and meaning,while the extrasituational context is more conducive to the learning of the cultural connotation.Teachers should enhance vocabulary teaching methods and apply contextualized linguistic input strategies to vocabulary teaching.And they should pay attention to the characteristics of students at different levels and strengthen the effect of contextualized linguistic input strategies on low-level students.They should also combine multiple types of contextualized linguistic input according to the different learning contents.