1。1 The background of the study

With the increase of the exchange and cooperation between countries in the world, English is being used more and more widely。 And vocabulary is the base of English learning。 English teaching starts from vocabulary in order to cultivate students’ communicative ability。 In recent years, a lot of experiments and researches have been done at home and abroad, and the results show that students’ mastery of English vocabulary can directly affect the students’ ability of listening, speaking, reading and writing。

 At present, many students in our country still have many problems in English learning。 For example, they have difficulty in memorizing English vocabulary or have difficulty in determining the meaning of the words in specific articles。 In the practical English vocabulary teaching, we have found that there are still many problems that exist in schools。 The problem is that many teachers do not attach importance to English vocabulary teaching in English teaching。 They isolate the vocabulary from the context, when it comes to teach the new words, the teacher usually first leads the students to read the words, and then the students will follow the teacher to read the words for many times。 After that the students themselves will try to practice reading the words, and the teacher will explain the usage of the key words, at the same time, the students will write the key points down on their note book and try to remember the spelling and usage of the words。 At last, the teacher will have a test for what the students have learned。 So that the students cannot grasp how to memorize vocabulary。 Then, the vocabulary memorizing become a time-consuming and laborious task。 Therefore, English vocabulary teaching is a long and arduous task。

1。2 The purpose of the study论文网

Context theory first made its appearance in Malinowski’s Supplement in The Meaning of Meaning by C。K。 Ogden & L。A。 Richards in 1923。 In recent years, the significance of the context theory has been widely accepted in foreign language learning。 Accordingly, in many English classes, teachers begin to devote much time to vocabulary teaching, but the results have been disappointing, the students’ vocabulary proficiency was still unsatisfying。 In this thesis, on the basis of the previous work and teaching practice, focuses on research of the application of the context theory to the vocabulary teaching。 This study aims to research the application of context theory in the vocabulary teaching。 It attempts to find a more efficient way for teachers to optimize the vocabulary teaching and for students to enhance the awareness of context and develop the strategies in memorializing vocabulary。   

1。3 The significance of the study

Vocabulary teaching plays an important role in English teaching。 It is impossible for a person to use second language to make meaningful communication without enough vocabulary (Mc Carthy, 1990)。 And the master of a language depends on a large number of words and the correct usage of the words。 Linguist Wilkins(1972) once pointed out that without grammar very little can be conveyed, without vocabulary nothing can be conveyed。 However, words do not exist in isolation, they exist in certain contexts which are useful for understanding and learning vocabulary。 So, the correct vocabulary teaching is of great significance to help learners expand their vocabulary to help them remember the correct form and usage。 This thesis mainly focuses on vocabulary teaching which is based on context theory。 This kind of teaching method is helpful to train students’ basic language skills of listening, speaking, reading and writing。 And it is beneficial to improve students’ ability of contextualized language comprehension and the actual language communication。 Therefore, we need to teach vocabulary in context theory。 Meanwhile, we should teach students some context knowledge to understand and use English vocabulary correctly。 In this thesis attempts to prove the effect of context-based vocabulary teaching method so as to solve the current problems in vocabulary teaching and learning。