The Role of Context in Teaching Vocabulary.

This thesis deals with two different approaches to teaching vocabulary at the basic school. The first approach is based on guessing from context, the other, the traditional method, consists in learning isolated translations from a list. The results of the research also show the role the context plays in dependence on the age of the learners. The author provides a theoretical background to define the difference between the two methods, which are verified in the practical part. The effectiveness of the presentations, established on one of these approaches, is immediately tested and evaluated in the end