英语论文网

1.1 The Background of the Study
谁拥有丰富的经验，每一位教师都知道，词汇教学中发挥关键作用，在学习外语的过程中。根据文秋芳（2000），词汇，语言的熟练程度就像是整个建筑的砖。哈默（2000）指出，“结构弥补语言的骨架，和词汇提供了重要的器官和肉体。”不过，收购了大量的新词，这可能会成为一个巨大的负担，学生学习外语涉及。词汇的学习是一个艰苦和长期的任务，它成为在语言学习过程中的一个非常重要的过程。在中国，许多研究人员已经做了很多的研究，词汇教学在中学。据范伟杰（2011年），最常见的当前词汇教学中存在的问题之一就是教师只注重单词的含义。胡春冬（1990）指出，语言的应用应该是在中学英语教学的目标。一些教师及学历方面的词汇学习作为一名机械师活动。在课堂上，他们只教给学生的新词的意义，以及如何阅读它。下课后，学生必须花很多时间背诵单词，令人满意的结果。据DaiJunrong：华椰铤（2003年），许多教师教词汇在中学的真实情况。虽然学生可以记得的话，立即止损单的方式，他们会忘记他们的到来，他们不知道如何适当地使用它们。Every teacher who has rich experience knows well that vocabulary teaching playsa key role in the process of learning a foreign language. According to WenQiufang(2000), vocabulary to the proficiency of language is just like the bricks to thewhole building. Harmer (2000) states that “structures make up the skeleton of language,and vocabulary provides the vital organs and the flesh.” However, acquiring a foreignlanguage involves learning a large number of new words which may become a hugeburden for students. Vocabulary learning is a hard and long-term task, and it becomes avery important procedure in the process of language learning.In China, many researchers have done lots of researches on the vocabularyteaching in middle school. According to Fan Weijie (2011), one of the most commonexisting problems in the current vocabulary teaching is that teachers only focus on themeaning of words. Hu Chundong (1990) points out that the application of languageshould be the goal of English teaching in middle school. Some teachers in middleschool regard vocabulary learning as a mechanic activity. In the class, they only teachthe students the meaning of the new words and how to read it. After class, the studentshave to spend much time reciting words with unsatisfactory results. According to DaiJunrong and Hua Yeting (2003), lots of teachers teach vocabulary out of the realsituation in middle school. Though the students can remember the words instantly inthis way, they will forget them soon, and also they don’t know how to use themappropriately. Reciting words by rote is not a good way because students can not use them in a real context (Fang Haikui, 2007). So it is necessary to find an efficient wayto teach vocabulary in middle school.More and more linguists pay attention to context theory on vocabulary learning.The advantages of context theory on vocabulary learning are as follows: (1) Helpingstudents to guess the meaning of words in the context; (2) Avoiding ambiguity from thecontext. (Chen Aimei, 2002; Yu Xiangyue, 2003) So context theory should be adoptedin English class to teach vocabulary. It can lead to better proficiency results.

1.2 The Significance of the Study
Because of the problems that exist in the vocabulary teaching in middle school, anumber of researchers have done many researches to conduct the vocabulary teachingmethod. However, it doesn’t seem possible for them to make an agreement, sincelinguists and scholars view this issue from different angles. In this thesis, therefore, theauthor makes an experimental study to probe an effective way to teach vocabulary inEnglish class in middle school based on context theories. The purpose is to call uponthe teachers context-sensitive, (Bax, 1997) when they teach vocabulary. That is, theteachers should be sensitive to the various contexts with which learners assumed toconfront, so as to arouse the students’ interests, stimulate th本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。