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h existing textbooks.At the sametime,the author hopes that contextual vocabulary teaching will stimulate the interestof students,increase the efficiency of their vocabulary learning,and ultimatelyincrease their capacity for linguistic creativity.

Chapter Two Literature Review

2.1 Research on Context Theory

2.1.1.Concept of Context

Context is one of the most crucial and complex concepts in linguistics.Over theyears,linguists have made valuable explorations in the study of context,with fruitfulresults.According to Alexander Bergs and Gabriele Diewald(2009),the concept ofgrammar and context in discourse seems to be one of the most significant,most talkedabout and maybe the least understood concepts.Van Dijk(2009)believes that thestudy of context cannot be separated from society and cognition.

Stephan Sigg(2008:31)says that“Context is any information that can be used todescribe the situational characteristics of an entity.This entity can be a person,place,or object.”[3]Hurford and Heasley(1983:1)hold that the context in a language is asmall part of the discourse universe shared by the speaker and the hearer,and contains the facts of the conversational subject that enables the speech to occur,as well as thefacts of the situation in which the conversation occurs'.[4]Scharfstein(1989:1)definescontext as something that surrounds an object of interest and helps to interpret itthrough its relevance.[5]According to Joy Webster Barbre(1989:19)holds that thePersonal Narrative Group thinks that“the literal meaning of context is woven,twistedand linked together.These internal associations create networks of meaning in humanbehavior.Individuals join the world through social groups,structural relationshipsand identities.”[6]Spurber and Wilson(1995:15-16)say more directly that context is apsychological construct,an integration of the listener's assumptions about the world.

2.2 Research on Vocabulary Teaching Strategies

2.2.1 Research on Abroad Vocabulary Teaching

Numerous specific vocabulary teaching strategies have been proposed byresearchers abroad.During the dominant period of instruction in GrammaticalTranslation Methods,the main instruction was in translation and contrast,withsentence translation as the main means and vocabulary teaching as the second.DirectMethods originated in the late 19th century.Teachers used pictures and other visualways to help students understand vocabulary.Situational Teaching Methods werepopular in England in the 1920s.The new words in carefully designed contexts so thatstudents could perceive the new words in the context and practice the new words incommunication.The 1940s saw the rise of the Audiolingual Approach,based onstructuralist linguistics and behaviourist linguistics.The approach focuses on listeningand speaking and takes into account reading and writing.By repeatedly practicingsentence patterns,students could not only improve their listening and speakingabilities,but also master their vocabulary.The Communicative Approach,developedin Europe in the 1970s,holds that the fundamental purpose of language teaching is touse language correctly and to foster communicative competence.It is emphasized thatvocabulary learning should be unconsciously and naturally placed in context.In 1977,the American teacher Terrell proposed the Natural Teaching Method,based on hisown teaching experiences,combined with 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。