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e students’ vocabulary learning depends on the teachers. Thereis no doubt that the teachers’ correct guidance and efficient teaching method canpromote the students’ vocabulary learning.In order to enlarge the student’s vocabulary and identify the different meanings ofthe same word in different contexts, the teacher can prepare some texts with somecontextual clues which can be practiced in the class. And after class, the teacher canorganize some activities to improve the students’ contextual senses including seeingEnglish movies, joining English corners, holding some English speech contest orinviting the foreigners to give some lectures. All the advice here can facilitate toachieve the goal.
In order to make the students listen clearly, the researcher tries to slow downwhen she speaks English which can reduce the linguistic difficulty. Maybe it can helpthe students learn the strategies in short time, but it may get in the way of improvingtheir listening skills.To sum up, teaching vocabulary in context is an area which needs much moreefforts on both the teachers and researchers. Finally, the author really hopes thisresearch can contribute to vocabulary teaching in middle school and wait for furtherinstruction and improvement in the future.

References
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[3]Bussman,H. Routledge Dictionary of Language and Linguistic. Routledge,1996.
[4]Firth.J.R. Papers in Linguistic[M]. Oxford : Oxford University Press, 1957.
[5]Gu & Johnson,R.K. Vocabulary Learning Strategies and Learning Outcomes[J]. LanguageLearning, 1996(4).
[6]Halliday, M.A. K. The Linguistic Sciences and Language Teaching[M]. London: Longman,1964.
[7]Harmer, J.The Practice of English Language Teaching[M]. London: Longman, 2000.
[8]Hymes,D. On communicative Competence[M]. Harmondsworth: Penguin, 1972.
[9]Lyons, J. Language and Linguistic[M]. Cambridge: Cambridge University Press, 1997.
[10]]Malinowski, B. The Problem of Meaning in Primitive Language[M]. New York: Harcourt,Brace and World Inc, 1923.

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