| In the early 1980 s,American linguist Fillmore put forward frame semantics on the basis of case grammar theory,which is a theory that interprets lexical meaning from the perspective of people's understanding of language.He believed that to understand the meaning of words in language,first should have the knowledge of conceptual structure,namely Semantic Frames,by which the meaning of words is manifested.The core idea is that the framework can connect words and texts,the framework is the mode of understanding meaning,and the vocabulary is the tool of arousing the framework.Emphasize the intrinsic relevance of language and the importance of human experience and understanding in the use of language.According to English curriculum standards for compulsory education(2011),students at the end of the compulsory education grade should master level 5 vocabulary,learn to use1500-1600 words and 200-300 idiomatic expressions or fixed collocation.In junior high school English vocabulary teaching,teachers adopt the method of average teaching and fail to focus on the key vocabulary analysis,which affects the students' basic vocabulary learning effect.The teaching method is old and unitary,which leads to students' loss of interest and enthusiasm in learning English vocabulary.Some teachers only use the word list for rigid explanation,resulting in the middle school students can not understand the charm of English learning,affecting the effect of English vocabulary teaching.In view of the above situations and problems,the author takes frame semantics as the theoretical basis to design an experimental study on the three-stage teaching of junior middle school English vocabulary under the guidance of frame semantics.The purpose of this study is to study three questions: 1)what impact does the three-stage teaching mode based on frame semantics have on the vocabulary learning performance of junior middle school students? 2)what impact does the three-stage teaching mode based on frame semantics have on the vocabulary width and depth of junior high school students? 3)what is the change of junior middle school students' understanding of vocabulary teaching and vocabulary learning after the experiment?This article in view of the existing relevant research results,using quantitative research and qualitative research method of combining the two parallel class of a middle school second grade for 16 weeks of experiment study,in the process of experiment,the subjects include: the compulsory education stage secondary school English test,vocabulary test,and the depth of vocabulary test and followed by questionnaire and interview.In this study,SPSS22.0 software was used to analyze the test scores before and after the test.Through data collection and analysis,the following conclusions were reached: 1)The three-stage model based on frame semantics can improve the English performance of junior high school students on the whole.2)the application of the three-stage model based on frame semantics improves the vocabulary learning width of students in the experimental class,and the students in the experimental class deepen their understanding of vocabulary.The test scores of the two classes show significant differences after the application of the three-stagemodel based on frame semantics.3)The results of questionnaire survey and interview show that students have a low understanding of vocabulary teaching and vocabulary learning has changed after the teaching experiment,and the students become interested in vocabulary learning and have more confidence in vocabulary learning.Finally,this research results enrich the theory of frame semantics to a certain extent in the set target population,its effective to the learners and the compulsory education phase of the study,also to first-line teachers put forward the practical suggestions and enlightenment,hope they use three stages mode of frame semantics to solve problems in junior middle school English vocabulary teaching. |
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