A Study Of Application Of Frame Semantics In Senior High School

Vocabulary is one of the three crucial elements of languages,without which languages will lose their practical meaning.So mastering vocabulary is an important foundation for learning English.Such problems as limited vocabulary and vagueness of meaning will result in learners' poor understanding and expressing.Therefore,vocabulary teaching plays an important role in English language teaching.However,the present situation of English vocabulary teaching is not satisfactory in some high schools.One of the main reasons for high school students' poor performance in English is their limited vocabulary.An effective way of teaching English vocabulary has a great influence students' proficiency in English.In order to solve this problem,many other teaching methods have emerged.In recent years,cognitive method has received tremendous attention from many experts and scholars.This study is designed to provide a new perspective and method for high school English vocabulary teaching,which is based on the semantics of cognitive linguistics and it inspires teachers to employ some relevant theories established by famous scholars both at home and abroad.Besides,the experienced teachers compile the test questions by combining the New English Curriculum Standard of College Entrance Examination with the exercises of the college entrance examination so as to evaluate students' vocabulary learning.Lastly,the author prepares some interview questions so as to study the effect of frame semantics on English vocabulary teaching.The result of teaching experiment reflects that frame semantics can enlarge students' vocabulary compared with traditional teaching methods.Besides,frame semantics is helpful to improve students' interest and to change their previous attitude to learning vocabulary,which can improve their vocabulary learning ability and performance in tests.Basing this study on her own teaching experiment and theoretical research,the author finds out that the theory of framework semantics can help high school English teachers present new words and identify synonyms in vocabulary teaching,which provides innovative research methods and ideas to guide high school vocabulary teaching.Meanwhile,it is the application of frame semantics in the teaching of high school English vocabulary that puts forward higher demands on teachers' theoretical attainment.So it requires teachers to keep trying to improve themselves and combine scientific theory with English teaching practice to guide high school English vocabulary teaching,which can constantly promote the reform and development of high school English teaching and to improve students' competence in English learning.The author will analyze the shortcomings of the experimental process and hope to provide a new perspective for the study of English vocabulary teaching.