语境理论下初中英语词汇教学研究的中期报告.docxVIP

语境理论下初中英语词汇教学研究的中期报告 Introduction This paper seeks to present a mid-term report on a study focusing on vocabulary teaching in junior high schools using the Contextual Theory. The study is aimed at investigating the effectiveness of this approach to vocabulary teaching in enhancing the comprehension and retention of English vocabulary among junior high school learners. The research is being conducted in a school in China, which serves as the research site. The study adopts a quasi-experimental research design, with the experimental group receiving the contextual teaching treatment, while the control group receives the traditional approach. Background The teaching of vocabulary in junior high schools has long been a challenging task for educators due to several factors such as overcrowded classes, insufficient resources, limited teacher training, and continuously changing curriculum requirements. These factors have contributed to the use of traditional teaching methods, which focus on rote memorization of vocabulary words, and little emphasis on contextual usage. However, research indicates that the use of contextual teaching approaches can enhance vocabulary acquisition and retention among learners. Contextual teaching approaches are based on the Contextual Theory, which emphasizes that learning takes place within a context, and that learners’ experiences, beliefs, and cultural background influence their learning. The Contextual Theory states that knowledge is not assimilated in a vacuum but rather within a context. As such, it is important to provide learners with contextualized learning experiences that connect to real-world situations. Methodology This study uses a quasi-experimental design to investigate the effectiveness of the Contextual Theory in teaching English vocabulary to junior high school learners. The study involves two groups of students: the experimental group and the control group. The experimental group receives the contextual teaching treatment, w