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本文是一篇高中英语教学论文，本篇论文具有实践意义，不仅有助于高中英语教师进一步了解语境词汇教学在高中英语词汇教学中的具体运用，而且为改进高中英语词汇教学提供借鉴和参考。

Chapter one Introduction

1.1 Background of the Study

Vocabulary learning is the foundation of English language learning.Withoutgrammar,the content of expression is inferior in quantity,but without words nothingcan be expressed.While interning at a high school,this writer found that moststudents memorized words in the traditional way of reciting and writing.Whilereading,they are used to searching for the Chinese meaning of the original words.One of the first things to do when doing homework is to prepare a dictionary at hands.It is difficult for them to understand the multiple meanings of a word.In their writing,there is always a gap between what the student wants to convey and the meaning ofthe word.Students'vocabulary learning strategies are monolithic and inefficient,leading to a gradual loss of interest in learning vocabulary.

This problem requires teachers to seek solutions.These word learning habits arethe results of teaching words in isolation without sufficient context.Differentapproaches to vocabulary teaching have been proposed by various experts andscholars at home and abroad,and are continuously being explored.The EnglishCurriculum Standards for Senior High Schools(2017)puts forward the core literacyof English subjects.It stresses that the content of the English curriculum isfundamental to practice core literacy skills in students.It includes six elements:thematic context,discourse type,language knowledge,cultural knowledge,languageskills and learning strategies.As a result,contextualization has become a popularpoint of view and has provided teachers with alternative ideas for teaching English.With the continuous development of context theory from static to dynamic,the rangeof applications and research directions is becoming wider.Context theory applies toEnglish teaching with research areas including listening teaching and learning,reading teaching and learning,vocabulary teaching and learning,speaking teachingand learning,and grammar teaching and learning.

1.2 Purpose and Significance of the Study

The author analyzes and evaluates classroom cases collected during theinternship related to contextual vocabulary teaching by combing through literaturerelated to contextual theory,vocabulary teaching strategies,and contextualvocabulary teaching at home and abroad.

Based on the collected cases and statistics,this study explores:

1.How contextual vocabulary teaching improves student interest in Englishvocabulary learning?

2.How contextual vocabulary teaching increases student English vocabularylearning strategies and efficiency?

3.How it can improve student achievement and English proficiency?

In short,the author expects to help students acquire appropriate vocabularylearning strategies through contextual vocabulary teaching and ultimately improveEnglish proficiency.In a relaxed and peaceful atmosphere,teachers teach andstudents learn.

In practical terms,the author hopes that this study will serve as a demonstrationfor teachers in the teaching of vocabulary.This paper provides an effectiveimplementation plan for vocabulary teaching,as well as some references on how tocombine contextual theory vocabulary teaching wit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。