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On the Application of Context Teaching Method to Vocabulary Learning of Senior Middle School Students

Author: LiangMing
Tutor: XiongBing
School: Central China Normal University
Course: Subject Teaching
Keywords: High school English Contextual Approach Glossary width Depth of Vocabulary Test
CLC: G633.41
Type: Master's thesis
Year: 2006
Downloads: 634
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Vocabulary Acquisition Research since the 1970s, becoming one of the most popular areas of second language acquisition research. Overseas studies have shown that the use of Context Vocabulary, domestic scholars to do some research, but the context and vocabulary teaching foreign theory expounded and the voice of experience, the lack of empirical research; author this year with a repeat classes facing the task master 1500 new words in the course of the year. So I had a such an idea, that the use of Contextual Approach to help students to master within a year a lot of new words, and to do some exploration of effective teaching and learning methods of high school English vocabulary. This paper first reviews the theory of context and vocabulary test theory, and then start from the vocabulary ability of both the width and depth of latitude, and the use of Contextual Approach Wuhan Wen have 2006 repeat of Science (2) class Intensive and Extensive experiments, compared to the previous pretest and posttest results, statistical analysis, in order to contribute to vocabulary learning conclusion derived Contextual Approach. Reading experiment, Intensive mainly use Contextual Approach to deal with the new textbooks Book II and Book III; Extensive reading material students read 170,000 words. When he first entered the class, students pretest; measured after reading experiment after students and Contextual Approach in the pre-test and post-test comparison. Width of vocabulary ability vocabulary test, selection of dictionary method, random respectively drawn from the old syllabus and new curriculum vocabulary of 100 words, four Chinese Interpretation of the set A, B, C, D and E Give up a total of five options, subjects selected DEFINITIONS correct one. Comparison of pre-test and post-test results show that: the improved (82 words) Contextual Approach Teaching students to master the vocabulary of the old syllabus, master the new curriculum in words more significant progress, from 118 to 1034, a net increase of 950 words, can be seen, and The Contextual Approach helps students to quickly expand your vocabulary. Vocabulary depth test is to start from the three levels of meaning, grammar, and with two aspects from the accepted of sexuality and output sexuality test. The test results show that the student's acceptance of sexuality is far greater than the output of sexuality; bonding capacity of the production of meaning, grammar, and with the three levels of knowledge development is uneven, the order for the meaning of a word> syntax> with; different latitudes output ability and accept the ability to show a high degree of positive correlation, but relatively low meaning production pick ability, especially the connection capacity meaning production in the post-test correlation was significantly lower than the production of other levels of access ability ; the production access capability between different levels there are also some positive correlation, which indicates that the capacity of production pick between all levels of vocabulary ability is interrelated and mutually reinforcing. Depth comparative vocabulary pre-test and post-test results, we found that in addition to the results measured collocation ability to accept and output capacity of the syntax better than measured in other ways, pretest posttest results than poor. The author believes that the vocabulary with the ability to improve is to use Contextual Approach by reading a lot of incidental acquisition; grammar generates

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English
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