An Application Research Of Polysemous Words Teaching In College English-based On Theory Of Lexical Semantic Representation

Polysemy is a universal phenomenon in the Natural Languages.It’s not only an imperative part in language teaching,but also a difficult and important part in Second Language Teaching.Researches at home and abroad have indicated that the teaching and the learning of polysemous words are comparatively more difficult due to too many sense entries of the same word.The traditional teaching methods are not so sufficient in improving students’ interpretation abilities and their teaching effects are not good enough,which leave rooms for the further discussion.Moreover,Lexical Semantic Representation(LSR)offers us a new perspective for the interpretation and the teaching of polysemous words in Second Language Teaching,which breaks the traditional teaching philosophies.However,there is no application of LSR in College English teaching practice now.Considering students’ difficulty in selecting different semantic meanings,the research is going to discuss the effects of English polysemous words teaching based upon LSR in College English.We carried out a teaching experiment based upon LSR for one semester,which applied various research methods like testing,questionnaire and teaching experiments into the research.And the subjects in the research were the students from two classes of Grade2017 in a university in Fujian Province.The research issues are: 1.Can the teaching method based upon LSR improve students’ vocabulary acquisition more effectively than the traditional one? 2.Can the teaching method based upon LSR effectively arouse the learning enthusiasm of the students?The research data indicated that,like traditional teaching method,the new teaching method based upon LSR could also effectively improve students’ vocabulary application level.Judging from data vertical comparison,both of them improved students’ average score by5.27 and 1.83 separately,but the results from horizontal comparison showed that the current experiment failed to verify the new teaching method had better teaching effects than the traditional one.Besides,results from the five main questionnaire questions showed that students held a positive attitude towards the new teaching method,whose approval degreeswere: 87.5%,87.5%,87.5%,91.67%,and 91.67%,which meant that the application of LSR for the teaching of English polysemous words could enhance college students’ motivation and interest in English vocabulary learning.It is concluded that,although the new teaching method based upon LSR comparatively improved students’ vocabulary application level,it failed to demonstrate obvious advantages over the traditional one.As to this issue,we might need further verification.We can also conclude that,as a welcomed teaching method,the teaching method would be helpful for students’ learning enthusiasm and motivation.In a word,the new teaching method based upon LSR,to a certain degree,is propitious to the vocabulary teaching in College English.In the follow-up teaching practice,the author would like to try further application with well-designed experimental steps,aiming to verify its potential application values in College English.The research results may offer teaching reflections for college English teachers,and may offer reference values both for the application of GLT into the teaching practice and the College English teaching practice.