LEARNING VOCABULARY IN CONTEXT: THE CASE STUDY OF THE REVOLUTION HIGH SCHOOL THIRD YEAR PUPILS IN CONGO-BRAZZAVILLE

This work focuses on English vocabulary teaching and learning strategies likely to help learners guess the meaning of a word in a written context, particularly when practicing reading comprehension.Many Congolese high school students lack strategies that could allow them to grasp the meaning of a word when reading.It serves as a guide to teachers in the exercise of their activity and to learners who will use it as a tool for guessing the meaning of words by taking into account the context, that is to say the elements of the situation in which they are used.The study was carried out in the Lyce de la Revolution in Congo-Brrazzaville and mainly concerned students in the Terminal class.The study demonstrated that learners lack strategies to allowing them to guess the meaning of a word in a written context.The results obtained on the basis of the experimentation showed clear progression of the experimental classes compared to the control classes thanks to the teaching of the strategies that we recommanded.