Practice And Reflection Of English Vocabulary Teaching In Context For Senior High School

Vocabulary is one of the essential components of English language learning,and it is also a critical prerequisite for improving English abilities in listening,reading,speaking and writing.For English language teaching,vocabulary plays an irreplaceable role.As a result,how to implement effective methods for English vocabulary teaching in high schools and how to improve students’ ability to learn vocabulary have become topics of discussion among scholars and teachers.New Curriculum Standards(2017)have emphasized that vocabulary learning is not isolated word drilling,but a comprehensive language practice in a specific context combine with specific themes.Consequently,there have been a number of research achievements related to the study of attempts to apply contextual theory in the teaching of English vocabulary in high schools.Under the New Curriculum Standards,the author applies contextual theory as a theoretical foundation for analyzing classroom cases.The writer has conducted semester-long research in two parallel classes of high school seniors in Wuhan.A total of 82 students from two classes with approximately the same level of English were selected for the study.In addition,questionnaires were assigned to explore students interests,attitudes,and strategies for vocabulary learning,and a contrastive analysis between pretest and post-test were performed to test effectiveness in vocabulary learning.All statistics analyzed with SPSS 25.0.Three research questions are discussed in the study:(1)How contextual vocabulary teaching improves student interest in English vocabulary learning?(2)How contextual vocabulary teaching increases student English vocabulary learning strategies and efficiency?(3)How it can improve student achievement and English proficiency?Based on all the findings of the statistical analysis and supported by the questionnaire results,the paper demonstrates that context-based vocabulary teaching can change student attitudes towards vocabulary learning and improve student vocabulary learning strategies.It can also increase students’ English performance.This study is of practical interest in that it can help teachers to further understand the application of contextual theory to the teaching of English vocabulary in high schools,and in that it can also serve as a reference for improving the teaching of English vocabulary in high schools.