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摘 要：vocabulary is the basis of English learning， and it plays a very important role in junior middle school English teaching. The meaning of words often needs to be determined by the context. This paper introduces the context theory and analyzes the application of context in English Vocabulary Teaching of junior high school.
关键词：context theory；junior middle school；English vocabulary teaching
1 Introduction
Vocabulary teaching plays an important role in English Teaching in junior middle school. It can help students to master vocabulary， improve students' autonomous learning ability and improve the efficiency of English vocabulary teaching. In the following， the author intends to make a brief discussion on the application of context theory in Junior high school English vocabulary teaching.
2 A Brief Introduction on Context theory
The term "context" was first proposed by Malinowski in 1923. He divides the language environment into two aspects： "cultural context" and "situational context". The "cultural context" refers to the social and cultural context in which the speaker lives； the "situational context" refers to what has actually happened when he speaks. In our country， Hu Zhuanglin divides context into three parts： linguistic context， which refers to the structure and logical coherence of the discourse itself； the cultural context and social context involved in the discourse， which refers to the specific scenes， events and participants involved in the discourse.
3Applications of Context Theory in English Vocabulary Teaching
3.1 With the help of context to determine the words’ meaning
Language is an important part of culture， also has a very close relationship with the culture of the difference between Chinese and English language. The meaning of most words is affected by the same words in different cultural context. Such as "dog" （the dog） ， in Chinese， "dog" may be derogatory， such as “走狗”， “狗嘴里吐不出象牙” and so on； but in English "dog" （dog） use the word with a good meaning， such as "every dog has his day， 人人皆有得意时）"， "a lucky dog" （幸运儿） ". So the teachers should pay attention to these words with the context to guide students to understand the correct meaning of vocabulary.
3.2With the help of the context to guess g the words’ meaning
In junior high school English vocabulary teaching， teachers can use context theory， to guide students to understand the true meaning of words， so that students can improve the ability to use vocabulary. Such as： Tom： Lucy， do you like the movie Hero？
Lucy： Wow， the movie is really bad， I want to watch it again.
When we read this sentence that we do not understand， whether Lucy think the film is good or not good？ Why would you like to see？ In fact， "bad" here is not "terrible"， in English slang refers to "too good"， because of wow， surprise or admiration of Italy， combined with the back， here can be understood that she very like the film， so， "bad" in this translated into "good"
3.3With the help of the context to choose g the words’ meaning
In the English vocabulary polysemy is relatively common ， such as mentioned above， the "cloudy"， the surface meaning is cloudy and another meaning is dim， if used to describe the mood can understand the scowl on his face in the traditional. So teachers in vocabulary teaching first of all to train students to use the context to choose the meaning of consciousness， so as to enable students to better grasp the vocabulary， thus they can choose the right words to express in communication.
4Summary
Teaching has its principle orientation， but no definite method. English teachers in teaching should be "small links， multi stage， multi change， and more encouragement"， so that students always feel the fun of learning English， to achieve the ideal state of English teaching.
Reference：
[1]Grice，H. P. Utter’s Meaning，Sentence-Meaning，and Word-Meaning[J]. Foundations of Language，1968 （ 3 ） ：225 - 242.
[2]Krashen，S. We Acquire Vocabulary and Spelling by Reading： Additional Eccidence for the Input Hypothesis [J].Modern Language Journal，1989，73（ 4） ： 440 - 464.
[3] 冯光志.语境在初中英语词汇教学中的应用[J].现代阅读：教育版，2012（8）.
作者简介：
李斯琦（1991.8～ ），女，籍贯：辽宁省营口市，学历：硕士专业：学科教学（英语）。
关键词：context theory；junior middle school；English vocabulary teaching
1 Introduction
Vocabulary teaching plays an important role in English Teaching in junior middle school. It can help students to master vocabulary， improve students' autonomous learning ability and improve the efficiency of English vocabulary teaching. In the following， the author intends to make a brief discussion on the application of context theory in Junior high school English vocabulary teaching.
2 A Brief Introduction on Context theory
The term "context" was first proposed by Malinowski in 1923. He divides the language environment into two aspects： "cultural context" and "situational context". The "cultural context" refers to the social and cultural context in which the speaker lives； the "situational context" refers to what has actually happened when he speaks. In our country， Hu Zhuanglin divides context into three parts： linguistic context， which refers to the structure and logical coherence of the discourse itself； the cultural context and social context involved in the discourse， which refers to the specific scenes， events and participants involved in the discourse.
3Applications of Context Theory in English Vocabulary Teaching
3.1 With the help of context to determine the words’ meaning
Language is an important part of culture， also has a very close relationship with the culture of the difference between Chinese and English language. The meaning of most words is affected by the same words in different cultural context. Such as "dog" （the dog） ， in Chinese， "dog" may be derogatory， such as “走狗”， “狗嘴里吐不出象牙” and so on； but in English "dog" （dog） use the word with a good meaning， such as "every dog has his day， 人人皆有得意时）"， "a lucky dog" （幸运儿） ". So the teachers should pay attention to these words with the context to guide students to understand the correct meaning of vocabulary.
3.2With the help of the context to guess g the words’ meaning
In junior high school English vocabulary teaching， teachers can use context theory， to guide students to understand the true meaning of words， so that students can improve the ability to use vocabulary. Such as： Tom： Lucy， do you like the movie Hero？
Lucy： Wow， the movie is really bad， I want to watch it again.
When we read this sentence that we do not understand， whether Lucy think the film is good or not good？ Why would you like to see？ In fact， "bad" here is not "terrible"， in English slang refers to "too good"， because of wow， surprise or admiration of Italy， combined with the back， here can be understood that she very like the film， so， "bad" in this translated into "good"
3.3With the help of the context to choose g the words’ meaning
In the English vocabulary polysemy is relatively common ， such as mentioned above， the "cloudy"， the surface meaning is cloudy and another meaning is dim， if used to describe the mood can understand the scowl on his face in the traditional. So teachers in vocabulary teaching first of all to train students to use the context to choose the meaning of consciousness， so as to enable students to better grasp the vocabulary， thus they can choose the right words to express in communication.
4Summary
Teaching has its principle orientation， but no definite method. English teachers in teaching should be "small links， multi stage， multi change， and more encouragement"， so that students always feel the fun of learning English， to achieve the ideal state of English teaching.
Reference：
[1]Grice，H. P. Utter’s Meaning，Sentence-Meaning，and Word-Meaning[J]. Foundations of Language，1968 （ 3 ） ：225 - 242.
[2]Krashen，S. We Acquire Vocabulary and Spelling by Reading： Additional Eccidence for the Input Hypothesis [J].Modern Language Journal，1989，73（ 4） ： 440 - 464.
[3] 冯光志.语境在初中英语词汇教学中的应用[J].现代阅读：教育版，2012（8）.
作者简介：
李斯琦（1991.8～ ），女，籍贯：辽宁省营口市，学历：硕士专业：学科教学（英语）。