Application Of The Context Approach In English Vocabulary Teaching In Junior Middle School

Vocabulary plays an important role in language.Since phrases,sentences or discourse are composed of words,understanding words and mastering words are the keys to language learning as well as to understanding and being understood in the process of communication.Therefore,one of the primary tasks of language learning is to learn vocabulary.Based on the Context Theory and the Relevance Theory,this study adopts the experimental research,questionnaires and interviews to analyze the feasibility and effectiveness of the context teaching method in junior middle school English vocabulary teaching.Specifically,it discusses and solves the following three problems:1.What is the impact of the context teaching method on junior middle school students’ concept of English vocabulary learning?2.What is the impact of the context teaching method on junior middle school students’ ability to infer word meanings?3.What is the impact of the context teaching method on junior middle school students’ vocabulary enrichment?An 18-week experiment was conducted in two parallel classes with the same vocabulary level in a middle school in Linyi.The data of pre-tests and post-tests of students in the two classes are analyzed through SPSS25.0 to explore the impact of the context teaching method on junior middle school students’ vocabulary speculation ability.The experimental results show that the context teaching method can improve junior middle students’ vocabulary learning awareness,improve their vocabulary speculation,and expand their vocabulary.What’s more,the ability to speculate on vocabulary is strongly correlated with the concept of vocabulary learning,and the ability to speculate on vocabulary is strongly correlated with vocabulary.Therefore,the application of the context teaching method in junior middle school English vocabulary teaching can enhance students’ vocabulary learning awareness,improve their vocabulary speculation ability,expand their vocabulary,and further improve their English performance.We conclude that the application of the context teaching method in vocabulary teaching is feasible and effective in junior middle school.This study innovatively combines the “ostensive-inferential” word guessing mode and the pragmatic expansion and pragmatic contraction guessing method advocated by Relevance Theory,and the semantic inference basis of Context Theory to speculate words,which supports Wilson’s view on vocabulary teaching,that is,the feasibility of using Relevance Theory to decode the meaning of words in specific contexts.In addition,this study provides a reference for vocabulary teaching for junior middle schools’ English teachers,which has important practical significance for changing the current situation of mechanical and tedious vocabulary teaching and improving the quality of junior middle schools’ English vocabulary teaching.