An Empirical Study Of English Vocabulary Teaching In Senior Schools Based On Frame Semantics Theory

Vocabulary learning always plays an important role in senior high school English teaching,it is the basic element of the listening,speaking,reading and writing skills.Teachers put a lot of effect into vocabulary teaching,but the effects of vocabulary teaching are not satisfactory.In order to improve students’ English vocabulary level,enhance the efficiency of vocabulary learning and improve students’ interest in vocabulary learning.Based on the theory of Frame Semantics,this paper studies the impact of vocabulary teaching method based on Frame Semantics on English vocabulary teaching in ordinary senior high schools in China.The research questions are as follows:(1)What is the effect of the senior high school vocabulary teaching model under the guidance of Frame Semantics?(2)Compared with the traditional vocabulary teaching method,which level of students benefit more from the Frame Semantics-based vocabulary teaching method?In order to research the above questions,the author selects research objects from an ordinary senior high school in Guangdong province.The research is carried out by means of questionnaires,Vocabulary Level Tests and interview.The author randomly selects two parallel classes with a total of 95 students and setting them as Control Class and Experimental Class.In order to verify the effectiveness of the Frame Semantics-based teaching method in improving students’ vocabulary memory level,vocabulary learning efficiency and interest in vocabulary learning,the two classes all participates in pre-test and post-test.In the process of teaching experiment,the Experimental Class adopts the vocabulary teaching method under the guidance of Frame Semantics,while the Control Class adopts the traditional vocabulary teachingmethod.In addition,the Experimental Class participates in the pre-questionnaire and post-questionnaire,and the author randomly selects three groups with different levels from Experimental Class to conduct an interview when the teaching experiment is completed.Finally,students’ scores on the Vocabulary Level Tests are analyzed and counted by software SPSS 20.0,the results of questionnaires are analyzed by percentages,the content of the interview is summarized and analyzed,and the results will be discussed.The results show that the method of vocabulary teaching under the guidance of Frame Semantics is suitable for senior high school,the method has an obvious effect in improving English vocabulary level and improving vocabulary learning efficiency.Compared with traditional vocabulary teaching method,students’ attitude towards vocabulary learning changed and their interest in vocabulary learning has been effectively improved.Based on these,the author proposes the following suggestions:In the vocabulary teaching under the guidance of Frame Semantics,teachers should provide students with frame-based background knowledge by combining various teaching strategies and stimulate students to use the frame network to learn vocabulary independently.Students should cultivate the awareness of semantic frame,improve their method of vocabulary learning and establish a systematic vocabulary learning method through the theory of Frame Semantics.