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em to think actively, helpthem make use of the relative context to grasp the connotative meaning of wordcompletely and accurately and use the words they have learned to express their ideasappropriately.To sum up, the significance of the study lies in two aspects. In theory, the authorgives a brief introduction to theories of context. In practice, a tentative study ofvocabulary teaching based in the context theories is provided, which indicates thatapplying context theory can change effectively to improve the quality of English teaching in middle school.

Chapter Two Literature Review

In the first chapter, the author has made a brief introduction to the paper. In thischapter, the author will briefly review the concept and studies of the context and thenexplain how to acquire vocabulary through six types of contextual clues. Finally, thestudy of vocabulary is introduced briefly.

2.1 The Concept of Context

2.1.1 Definitions of Context
Context is an abstract concept. The term “context” can be used in many differentways (in philosophy, linguistics, artificial intelligence psychology, problem solving,and cognitive Sciences). At present, the concept of context is still a controversial issue.The scholars so far haven’t got an identical one and there isn’t a definition that iswidely used. In linguistics, many scholars define the term “context” in different waysfrom different angles.. There are two meanings of “context” in the light of Oxford English Dictionary: 1)a word that is used to explain the meaning around words, sentences and phrases. 2) theconditions where an action, an event, etc. are going on. Generally speaking, the firstone is called linguistic context and is used in narrow sense. And the second meaning isused in broad sense which means non-linguistic context such as culture and situation.Context is viewed in narrow sense by most linguists. They widen its branch tothe setting, background, culture even the whole society. This is what we callednon-linguistic context. They think that context is a quite complex item and its broadsense is more useful in vocabulary learning.

Chapter Three Research Methodology ...........29-38
    3.1 Research Questions........... 29
    3.2 Subjects........... 29-30
    3.3 Instruments........... 30-31
        3.3.1 Questionnaire........... 30
        3.3.2 Vocabulary Tests........... 30-31
        3.3.3 An Interview ...........31
    3.4 Procedure for the Study........... 31-38
        3.4.1 Training...........31-37
        3.4.2 Questionnaires........... 37
        3.4.3 An interview ...........37-38
Chapter Four Results and Discussions ...........38-48
    4.1 Results and Discussions of the Questionnaires ...........38-43
    4.2 Results and Discussions of the Vocabulary Tests........... 43-46
    4.3 Results and Discussions of the Interview ...........46-48
Chapter Five Conclusion ...........48-52

Conclusion

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