Abstract
Vocabulary, as building material, is essential to a language. It is one of the three basic components( pronunciation，vocabulary and grammar), and is of utmost importance to the language acquisition and teaching. The ability to use vocabulary can directly influence a student’s comprehensive abilities in listening, speaking, reading, and writing. However, the present status of vocabulary teaching in junior middle school is not satisfying. Students memorize the words mechanically, not knowing how to use them and teachers simply takes a majority of time to define the words in class. Fortunately, with more and more scholars studying the context theory, teachers gradually realize the importance of teaching words in context. This thesis mainly discusses the following questions: (1) What does the context mean?(2) How can context be classified?(3) What functions does the context serve?(4) How can combine context theory with vocabulary teaching perfectly in junior middle school?
Keywords: context theory; vocabulary teaching in junior middle school; application
Contents
Abstract
摘要
1. Introduction-1
2. Literature Review-1
3. The Definition and Classification of Context Theory-2
3.1 The definition of context-2
3.2 The classification of context-3
4. The Application of Context Theory in Junior Middle School-5
4.1 Functions of context-5
4.2 The application of linguistic context-7
4.3 The application of non-linguistic context-9
5. Conclusion-11
Works Cited-13
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