A Research On The Application Of Thematic Context-based English Vocabulary Teaching In Senior High School

Vocabulary knowledge is the foundation of learning English well,and it is the necessary guarantee to improve the ability of listening,speaking,reading,writing and translating.However,in English vocabulary learning in senior high school,many students have problems such as time-consuming and low efficiency.Therefore,many scholars begin to study the reasons why students can’t master vocabulary well.Among them,teachers’ single and boring methods of teaching vocabulary are the important reasons.In vocabulary teaching,teachers only teach pronunciation,spelling and meaning of words,and when introducing vocabulary and its use,teachers are often out of context,which leads to the lack of coherence,completeness and hierarchy in students’ vocabulary learning.Contextual learning theory emphasizes that learning occurs only when the way students process new information or knowledge is meaningful to their own memory and experience.Therefore,when choosing or designing learning situations,teachers should consider students’ existing background knowledge and combine the theme context of the text to cultivate students’ ability to understand,guess and remember vocabulary in specific context.In view of the problems existing in vocabulary teaching,this study attempts to teach words in context based on thematic context,and then discusses how to make students master vocabulary learning strategies.This study explores two questions:(1)How to improve students’ interest in English learning in thematic vocabulary teaching?(2)How to improve students’ ability to guess word meaning in thematic vocabulary teaching?In this study,two parallel classes in Grade Two of Senior High School were selected as the experimental class and the control class,and a 12-week teaching experiment was conducted to try to carry out vocabulary teaching based on the thematic context.The experimental results show that thematic context-based vocabulary teaching can effectively improve students’ interest in vocabulary learning and the level of word meaning guessing,which is beneficial to enlarge students’ vocabulary.The results of the study can be used for reference and enlightenment in the application of thematic context in vocabulary teaching.