A Study Of Application Of Context Theory To English Vocabulary Teaching In Primary School

Vocabulary is an important part of language.As a foreign langua ge learner,you cannot express anything without vocabulary.There is no doubt that vocabulary teaching plays an important role in foreign language acquisition and teaching.However,due to the influence of traditional teaching mode,English vocabulary teaching has always been a headache for foreign language teachers.The effect of English vocabulary teaching in primary schools is not satisfactory.In traditional teaching,most teachers teach students to memorize words according to the order of the word list.After the teacher leads the students to read,the students recite the words according to the word list.Students often memorize words by rote or repetition,but they don’t know how to use them.Over time,memorizing words has become an invisible burden for students to learn English,and the learning and use of English words are also disconnected from each other-students have memorized the words,but do not know how to use them,nor can they improve their comprehensive ability to use the language.There fore,more and more teachers are constantly exploring new vocabulary teaching methods in practical teaching.Among them,the context theory in the teaching of primary school English vocabulary can make the boring vocabulary teaching lively and interesting,and better mobilize the enthusiasm of primary school students,which is gradually being welcomed by teachers.Based on the above background and the analysis of the current situation of the author’s school,this thesis studies the application of context theory to English vocabulary teaching in primary school.The research subjects of this thesis are students from two classes of grade six in Zhangye Farm School.The whole process is pre-questionnaire,pre-test,post-test,post-questionnaire and data analysis.Data are collected by questionnaire and experiments to analyze the existing problems in Engli sh vocabulary teaching in primary school and apply context theory to vocabulary teaching.Based on the changes of learning methods,learning attitudes,psychological feelings and test scores of pupils before and after the experiment,this thesis summarizes and analyses the effects and characteristics of context theory in English vocabulary teaching in primary schools.The two research questions in this thesis are as follows:Question1: Can application of context theory to English vocabulary teaching arouse students’ interest in vocabulary learning in primary school?Question2: How to improve the effectiveness of English vocabulary learning for primary school students under the application of context theory?During the 16 weeks of experiments,the author,combining with the characteristics of students learning through the classroom teaching design,from the creation of context,vocabulary,performing activities and task driven,and other links,gives full play to the students’ subjectivity,use opportunely intuitive visual image,such as creating visual context,to improve students ’ English learning interest and initiative;Through the implementation of context theory in vocabulary practice and vocabulary testing,students can use context to learn and use vocabulary,and promote students to establish a correct attitude to vocabulary learning.The results show that: The application of context theory to English vocabulary teaching can arouse students’ interest in vocabulary learning in primary school.It can also improve students’ vocabulary learning effectiveness in English.Therefore,the application of context theory to English vocabulary teaching in primary school is an effective method for students ’ vocabulary learning,which provides a new way for elementary students to improve their English vocabulary learning and language competence.