The effect of context EFL reading 论语境对英语阅读的影响 Introduction The intention of this study is to explore the effect of context on EFL learners#8217; vocabulary learning ability. Context is closely related to an EFL learner#8217;s reading. So far much research has been done on the context (Urpo Kovala 2012; Robert S. Hatten 2014). But little has been done on the relationship between context and vocabulary learning ability. This study is aimed to make a comparison of vocabulary learning ability in different contexts in order to study the effect of context on EFL learners#8217; vocabulary learning ability Need for the study The motives for such research include the motives for much scientific inquiry. But in addition this knowledge of the relationship between context and vocabulary learning ability would have practical consequences. It might not only provide a proper method to improve vocabulary learning ability, but also supply a gap of context perception. Moreover, it might enlighten curriculum designers to refine the teaching of the comprehension of context in order to help EFL learners to achieve better vocabulary learning ability . Many studies about the effect of context on EFL learners#8217; vocabulary learning ability have been conducted on (Malinowskiers, 1930; O#8217;Donnell, 1965; J.R.Fitth, 1989; Levinson, 1983;). As to the definition of context, Malinowskiers (1975) and J.R.Fitth (1989) have divided context into two parts, one is context of culture, one is context of situation. From the results, Malinowskiers has put forward that different cultural and situation contexts will affect readers#8217; comprehension to reading materials. Levinson (1983) has also pointed out that concrete meaning can only be acquired in concrete context, and semantic congaition must rely on the context. However, so far the effect of context on EFL learners#8217; vocabulary learning ability has been rarely studied, let alone the empirical research on it. Therefore, this study is conducted to make a comparison of EFL learners#8217; vocabulary learning ability from the perspective of context in order to see the effect of context on EFL learners#8217;vocabulary learning ability in EFL lerarners#8217; syntactic development. Research purpose The research is directed on a comparison of vocabulary learning ability in different contexts. Therefore a comparison of EFL learners#8217; vocabulary learning ability between passage context and sentence context can be made. Hence some facts about how context and vocabulary learning ability in EFL learning are related can be detected. Literature review Malinowskiers (1930) first put forward the conception of context and made a conclusion that meaning would not exist without context. He divided context into two parts：context of cultural and context of situation. Cultural context means social cultural background, and situation context means specific background of behavior. Hymes (1946) held the view that context includes background, purpose, extent of formality, participators, accordatura, content and so on. Lyons (1997) pointed out the conception the relativity of context in his book principles of pragmatics. It means that concrete meaning can only be acquired in concrete context, which explains why the same sentence has different meanings in different contexts. The concept of context was first proposed by Polish anthropologist B. Marinowski in 1923. He distinguishes two types of contexts, one is the "context", and one is the "cultural context", which can also be divided into "linguistic context" and "non-linguistic context". The linguistic context refers to the context in which a certain discourse structure expresses a particular meaning in the process of communication, which includes both the context of the written language and the preface of spoken language; sexual context refers to various subjective and objective factors that depend on a particular meaning in the process of expressing a certain discourse, including time, place, occasion, topic, communicator's identity, status, psychological background, cultural background, the purpose of communication, the way of communication, the objects involved in communication, and the nonverbal symbols , such as gestures and gestures that appear simultaneously with the discourse structure. Scenario context is knowledge related to reading materials. This knowledge exists outside the textbook, but it is essential to truly understand the text and the language. The British linguist Lyons interprets the situational context as abstract factors abstracted from the actual situation and that have an impact on speech activity, including the parties, the occasion (time, place), the formal level of speech, Communication media, topic or register. Speech acts always occur in certain situations, and the actual situation of speech acts (such as the person, event, time, place, etc.) can also help determine the meaning of the language form. Cultural context refers to the social and cultural background related to verbal communication. It can be divided into two aspects, one is the cultural customs, which refers to the life mode in the social of people passed on from generation to grneration, is a social mass in the language, behavior and psychological collective habits. It is normative and binding to people. Another is social forms, which refers to various provisions and restrictions to verbal communication activities made by a society. Generally speaking, the effect of context on vocabulary learning can be divided into three parts. First, the context helps confirm the sense of a word. As Malinowskiers (1930) said, without context, a word has no meaning. In EFL learning, polysemy is normal. Each word has a new meaning in a new context, so context helps us confirm the meaning of a word. Second, the context of situation help promote discourse comprehension, including the meaning of a single sentence or guess to an unfamiliar word. Britain lingiscian Lyons (1997) explained context of situation as a fact which comes from actual situation and something which has effect on language activities, including degree of formality of time, conservation, place, character, and communication medium and register. The environment provide the knowledge of background, it indicates writers#8217; theme from a certain extent. Third, the context of cultural can help promote EFL learners#8217; vocabulary learning ability. It contains cultural, history, values, local conditions and customs and common knowledge which form in the long-term history, which was put forward by Malinowskiers (1930). Cultural context is divided into formal cultural context and general cultural context. The formal cultural context mainly includes literature, history, religion, philosophy, politics, economy and so on. The general cultural context mainly includes social customs, living habits, way of thinking, customs and so on. Cultural context is generally not directly appear in the chapter, its understanding of vocabulary learning ability is hidden, not easy to detect. With the help of cultural context, EFL learners may understand the meaning of the same sentence or word more accurately. Among the first kind of effect, a study used mean to confirm the frequency of using context was conducted by Fengjiao Chan (1900). In this study, an analysis was made with Pearson#8217;s correlation coefficient on the relationship between the frequency of using context and the ability of vocabulary cognition. The frequency of using context, the kind of context and students#8217; vocabulary cognition are not simple linear relations. But generally context has some effect on vocabulary cognition. Methodology The objective of the study is to examine the effect of context on EFL learners#8217; vocabulary learning ability. By studying this, the research is aimed to solve the following question: Is there any differences in vocabulary learning ability among different contexts? The experiment was administered to 50 juniors of English major from 2 natural classes of Nanjing Tech University. We provided students with 20 new words in passage context and sentence context and indicated the meaning. The students were devided into two groups. One group needed to translate the passage and the other needed to translate 20 sentences in 40 minutes. After 10 minutes, a word test of the 20 words above needed to be completed in 10 minutes.Their scores reflect the level of their vocabulary learning ability. We will collect and compare their scores to explore the effect of context on vocabulary learning. The compositions were input into computer by four undergraduates and checked carefully by the researcher. To ensure the accuracy and reliability of the data, the data of reading materials were transcribed by the same four undergraduates, who had received a special training before they started their job. Altogether 50 compositions and 50 vocabulary learning ability samples were derived from the experiment. The Pearson correlation coefficient is a measure of the degree of correlation between two variables. It is a value between 1 and -1, where 1 indicates that the variable is completely positive, 0 is unrelated, and -1 is negatively correlated. Here we can use it to analyze correlation between vocabulary learning ability and context. Conclusion The findings of the statistical analyses in Chapter Four can be summarized as follows: There exists an intra-group difference in vocabulary learning ability between different kinds of context, with a greater vocabulary learning ability in the passage context than in the sentence context, and students learn vocabulary faster in passage context, suggesting that EFL learners learn vocabulary better in the passage context than in the sentence context. In conclusion, the ability of vocabulary learning is better in the passage context than that in the sentence context among EFL learners. 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Outline 1. Introduction 1.1 Need for the study 1.2 Research purpose 2. Literature review 2.1Definition of context 2.2 Effect of context 2.3 Related researches 2.4 Problems in the previous studies 3. Methodology 3.1 Research questions 3.2 Variables and operational definitions 3.3 Data collection 3.4 Data analysis 4. Results and discussion 4.1 Results 4.2 Discussion 5. Conclusion 5.1 Major findings of the study 5.2 Implications 5.2.1 Theoretical implications 5.2 2 Pedagogical implications