Study on the Application of Context Theory on English Vocabulary Teaching in High School

Wen Yuan

doi:10.54097/jf3vy895

Authors

Wen Yuan

DOI:

https://doi.org/10.54097/jf3vy895

Keywords:

Context Theory, Vocabulary Teaching, Senior High School

Abstract

Vocabulary teaching runs through senior high school English teaching. Learning vocabulary well is the foundation of learning English well. The traditional vocabulary teaching method makes students feel boring and obscure, which limits their vocabulary input, and most students were found to have neglected the contextual knowledge of English vocabulary. Therefore, the emergence and development of context theory makes it possible for vocabulary teaching to be effective. This study aims to explore the situation of the use of context theory in each stage: vocabulary teaching, vocabulary practice and vocabulary consolidation by observing some cases. It is found that in high school English vocabulary teaching, context helps students to guess and determine the meaning of words, stimulate students' interest in vocabulary learning, help students remember vocabulary, and help students use vocabulary comprehensively. Simultaneously, some strategies are put forward for senior high school English vocabulary teaching.

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