传统的中小学英语词汇教学实践常以单词为中心，有不少教师在讲授新单词时仅仅依靠读音和中文释义，大多数学生依靠自学和机械背诵的方法。调查显示在传统机械的词汇教学方式下，学生词汇学习没有良好的应对策略，所以学习效果不显著。社会文化理论强调语言和文化的紧密联系，教师在教授新语言时，应注意将单词和社会文化背景等相互联系起来，以此引进词汇隐喻知识。为了帮助学生提高词汇学习效果和综合学习能力，一些学者在英语教学中开始尝试渗入社会文化理论。本文以社会文化理论为支撑，概念型教学法为指导，重点论述如何将概念型教学法运用于高中英语词汇教学中。本研究采取定量和定性分析，对比了实验班和普通班的研究数据以期得到此次实验成功的有效证据。本文作者在实验之初对广东省某高中高二四个班的学生进行实验前测，选取其中词汇水平均等的两个班级作为实验对象，此后对两个班的学生进行问卷调查，分析两个班现存的英语词汇学习问题和现状。实验结束后，对两个班进行后测，对比分析后发现实验班学生词汇进步程度高于普通班，概念型教学法在提高学生词汇学生深度和广度，促进词汇网路构建有积极效果。为了研究是否概念型教学法能提高学生学习动机和兴趣，本文采用访谈来进一步了解学生思维的转变。访谈结果表示绝大部分学生支持并理解新的教学方法，学习态度和策略明显改善。因此本论文得出：概念型教学法在应用于高中英语词汇教学过程中能够有力地发展学生的英语思维，提高高中学生的英语词汇学习和运用能力。

实验结束后，本文作者还针对高中英语词汇教学提出了几点建议。希望本研究结果能给与高中英语词汇教学提供一个崭新的视角，在帮助学生提高词汇习得效率、培养学生英语学习思维方面探索出一条更加行之有效的途径。

Traditional English vocabulary teaching method in senior high schools is often centered on single word. Many teachers only rely on pronunciation and translation when teaching new words, while most students rely on self-study and mechanical recitation. According to the survey, under the traditional vocabulary teaching method, students do not have good learning strategies for vocabulary acquisition, so the learning effect is not significant. With the support of sociocultural theory and the guidance of conceptual-based instruction, this study attempt to improve this condition. This research adopts quantitative and qualitative analysis to prove the effectiveness of concept-based instruction in vocabulary teaching, and also enrich the related study practice experience.

To testify the efficiency of concept-based instruction, the author of this thesis designed a practical experiment among Grade Two students at a senior high school in Guangdong Province. A questionnaire and pre-test are finished before the research.  The questionnaire includes 15 structured questions. It reflects the current learning habits and problems of these participants. Later a 12-week experiment is conducted. Two classes (controlled class and experimental class) are arbitrarily picked out to execute the experiment. In the vocabulary class, concept-based approach carries out in the experimental class, while the traditional teaching approach is used in the controlled class. Post-test paper is finished after the experiment to get the comparative results of the experiment. An interview is played as a supplementary testing method of the test. The performance and experimental results were recorded during and after the experiment and analyzed with the help of SPSS 26.0.

The comparative results and findings signify that concept-based instruction can effectively develop students' English thinking and improve their English vocabulary learning and application ability. Therefore, a conclusion can be demonstrated that the application of CBI to senior high school vocabulary teaching is efficient and successful. Based on the reflection and findings, the author also comes up with several suggestions and limitations about senior high school English vocabulary teaching. It is veritable to convince that concept-based instruction approach is a useful approach for developing students’ vocabulary size and depth of understanding.