An Application Study On The Teaching Of English Vocabulary In Senior High School Under Cognitive Context

Vocabulary occupies a very important position in every language.It is the " brick " and the " tile " of the language and the " organ " and " flesh " of the language.However,in daily teaching practice,it is not difficult to find that there are still a series of problems in vocabulary teaching in high school as follows.First,students do not have a long memory after memorizing words,and most of them are instant memories;Second,students have no interest in learning about memorizing words;Third,Good students in class also have relatively weak memory in terms of words.The underachievers are even more difficult to describe,and their grades are generally low.In general,the time spent on students’ English vocabulary learning is not proportional,and the teacher’s English vocabulary teaching effect is unsatisfactory.In this study,the author mainly use the case analysis,teaching experiment,questionnaire and interview.Based on the theory of cognitive context representation and cognitive context dimension proposed by Chen Rong（2011）,the author selected two parallel classes in the First middle school of Zhalantun City.A 4months-long experiment was conducted to compare the experimental class with the control class,and some vocabulary teaching suggestions were put forward,aiming to answer the three research questions:（1）How does cognitive schema influences the student’s interest in vocabulary learning?（2）How does cognitive category facilitate the student’s using of the words and achievement?（3）How does cognitive frame improve the student’s memory strategy?This study mainly uses three cognitive models,schema,framework and category,to study the teaching effect of senior high school English vocabulary teaching based on cognitive context.The author attempts to make an empirical study on the effect of vocabulary teaching for senior one student from the perspective of three cognitive models based on cognitive context.In teaching practice,the control board adopts the traditional vocabulary teaching mode,and the experimental class adopts the vocabulary teaching method based on cognitive context.There will be three sets of test papers to test students and conduct statistical analysis.The experimental results show that in the teaching under this method,the progress of backward students and middle students is relatively large,and the progress of top students is relatively small.The following questionnaire also shows that many students believe that this kind of vocabulary teaching greatly increases their interest in English vocabulary learning.There will also be interviews after the questionnaire,in order to understand the students’ experience of learning at this stage and the degree of feedback on this method.The results show that vocabulary teaching based on cognitive context improves students’ word memory ability and learning interest to a certain extent.Most students have a new understanding and perception of vocabulary learning.Students prefer to participate in classroom activities and highlight students’ dominant position in teaching.After the experiences,the students in the experimental class also improved their vocabulary test scores.