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基于语境的高中英语词汇教学的实证研究.docx

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基于语境的高中英语词汇教学的实证研究 Title:AnEmpiricalStudyonContext-BasedVocabularyTeachinginHighSchoolEnglish Introduction: Vocabularyacquisitionplaysafundamentalroleinlanguagelearning,particularlyinEnglishlanguageeducation.Traditionally,vocabularyteachinghasreliedheavilyonmemorizationandrotelearning,whichoftenfailstopromotemeaningfulandlastingretentionofwords.Inrecentyears,context-basedvocabularyinstructionhasgainedprominence,emphasizingtheimportanceofteachingwordswithinrelevantandauthenticcontexts.Thispaperaimstopresentanempiricalstudythatinvestigatestheeffectivenessofcontext-basedvocabularyteachingmethodsinhighschoolEnglishclassrooms. Methodology: Thestudywasconductedinahighschoolsetting,involvingatotalof100studentsfromtwodifferentclasses.Theparticipantswererandomlydividedintotwogroups:theexperimentalgroup(n=50)andthecontrolgroup(n=50).Theexperimentalgroupreceivedcontext-basedvocabularyinstruction,whilethecontrolgroupreceivedtraditionalvocabularyteachingmethods.Pre-testsandpost-testswereadministeredtobothgroupstomeasuretheirvocabularyknowledgebeforeandaftertheintervention. Thecontext-basedvocabularyinstructionintheexperimentalgroupinvolvedvariousactivities,includingreadingcomprehensionexercises,vocabularygames,anddiscussions.Theseactivitiesaimedtoexposestudentstotargetwordswithinauthenticcontexts,allowingthemtounderstandthemeaning,usage,andcollocationsofthewords.Additionally,theexperimentalgroupreceivedexplicitinstructiononwordformation,wordfamilies,andwordknowledgeextensionstrategies. Results: Thedatacollectedfromthepre-testsandpost-testswereanalyzedusingdescriptivestatisticsandinferentialstatistics.Theresultsshowedasignificantdifferenceinvocabularyknowledgeimprovementbetweentheexperimentalandcontrolgroups.Theexperimentalgroupshowedahigherincreaseinvocabularyscorescomparedtothecontrolgroup,indicatingtheeffectivenessofcontext-basedvocabularyinstructioninhighschoolEnglishclassrooms. Discussion: ThefindingsofthisstudyhaveseveralimplicationsforEnglishlanguageeducators.Firstly,conte