An Action Research On English Vocabulary Teaching In Senior High School From The Perspective Of Thematic Context

As one of the basic elements of language system,vocabulary plays an important role in language learning and application.English vocabulary is the basic part and key link of English teaching in senior high school.Cultivating students’ lexical awareness in context,understanding vocabulary more deeply and using vocabulary more widely become the focus of teaching at this stage.The English Curriculum Standard for Ordinary Senior High School（2017 edition revised in 2020）also puts forward clear requirements for learner’s English vocabulary ability.Combining specific themes and carrying out comprehensive vocabulary learning and practice activities in a specific context have become a new way of vocabulary learning under the background of new curriculum reform.This is also in line with the practical concept of English learning activity view,and further promotes the effective formation of learners’ core literacy in language learning.At the same time,many problems existing in the actual process of English teaching in senior high schools can not be ignored.For example,the fragmentation of vocabulary teaching activities,the lack of relevance and systematicness of activity chains,the learners’ lack of proper learning strategies and deviations in learning methods further weaken their interest in vocabulary learning,and can not effectively improve their vocabulary abilities and vocabulary literacy.Based on the subject background and reality,changing the original vocabulary teaching mode and improving learners’ vocabulary learning ability have become one of the most critical tasks in English teaching practice in senior high school.The concrete steps of the context-based thematic teaching model in English vocabulary teaching practice in senior high schools are based on the concept of English learning activities,that is,around the creation of three categories of thematic contexts of“man and nature”,“man and self” and “man and society”,vocabulary is perceived,understood and used through learning comprehension,practical application,transfer innovation and other activities at different levels with the help of various types of textual materials such as oral and written.Based on the current practical problems of English vocabulary teaching in senior high schools and combing and analyzing relevant theoretical documents,the author explores English vocabulary teaching in senior high schools from the perspective of thematic context vocabulary teaching model.The purpose of this study is to apply the relevant theories of thematic context to English vocabulary teaching in senior high schools for practice and discussion in the following two aspects: 1)How to create the thematic context in senior high school English vocabulary teaching? 2)How does English vocabulary teaching based on thematic context affect students’ attitudes towards vocabulary learning? 3)How does English vocabulary teaching based on thematic context affect students’ vocabulary achievement? Therefore,the author takes 42 students from an experimental class in the second grade of a high school in Jilin Province as the research objects,designs and implements vocabulary teaching activities under the thematic context,and conducts a one-semester teaching action research.Combined with the data information collected in questionnaires,vocabulary tests and interviews,SPSS software（version 25.0）is used for statistical analysis,and the following conclusions can be drawn: firstly,it is feasible to apply the theme context to English vocabulary teaching practice in senior high schools;secondly,vocabulary teaching in thematic context integrates vocabulary learning into various activities such as listening,speaking,reading,writing and watching,which can guide students to use various strategies to learn vocabulary and improve their attitude towards vocabulary learning.Finally,contextualized vocabulary teaching methods have a positive impact on improving students’ vocabulary learning achievements.In addition,through the design,implementation,reflection and adjustment of teaching activities,teachers optimize the effect of vocabulary teaching,promote the interaction between teachers and students,and improve their professional quality.This action study also brings us some enlightenment: students should apply relevant strategies to learn and consolidate vocabulary in combination with the theme context;Teachers should pay attention to teaching reflection,pay attention to students’ individual differences,pay attention to the exploration of students’ learning interest and intrinsic potential,and continue to broaden the depth and breadth of research in this field.