An Empirical Study On English Vocabulary Teaching In Junior High School From The Perspective Of Semantic Field Theory

Language application ability and communicative ability depend on the level of English vocabulary.Without sufficient vocabulary knowledge,one cannot express one’s ideas correctly and reasonably.It can be seen that the importance of vocabulary teaching in English teaching.In recent years,the application of semantic field theory is very active.It pays attention to the organization of related words and makes them interconnected to form vocabulary sets.Under the guidance of semantic field theory,English vocabulary teaching can effectively improve the learning effect.As for the specific effect of this method on the breadth and depth of vocab ulary knowledge of junior high school students,it remains to be further explored.The writer tends to integrate the paradigmatic semantic field theory with syntagmatic semantic field theory,and applies it to junior high School English vocabulary teaching,this study focuses on the following two issues:(1)What effects does the English vocabulary teaching model from the perspective of semantic field theory have on the breadth of vocabulary knowledge of junior high school students?(2)What effects does the English vocabulary teaching model from the perspective of semantic field theory have on the depth of vocabulary knowledge of junior high school students?In this study,taking the eighth grade of a junior high school in Yue yang C ity,Hunan Province as an example,two parallel classes were randomly selected,with a total of 107 subjects.Among them,conventional teaching was used for 53 students in the control class,and 54 students in the experimental class were taught by semantic field vocabulary teaching model.Before the experiment,the students of the two classes were tested for the breadth and depth of vocabulary knowledge to ensure that there was no significant difference in students’ knowledge of English vocabulary.After the experiment,the two classes were tested again,and the students of the experimental class were interviewed separately.Finally,SPSS 23.0 was used to organize and analyze the experimental data to obtain the experimental results.The study found that,guided by semantic field theory,English vocabulary teaching has the following effects on the breadth and depth of English vocabulary knowledge of junior high school students:(1)The positive effects of semantic field teaching on the breadth of vocabulary knowledge are as follows: when the breadth of vocabulary knowledge is expanded by semantic field,students’ reading comprehension ability is improved and their reading speed is increased;The overall English score has been improved.Negative effects: After semantic field construction,a lot of words will emerge,so low-level students need to spend a lot of energy to memorize words,and the effect is not as good as conventional vocabulary teaching.(2)The effects of semantic field teaching on the depth of vocabulary knowledge: In ge neral,the depth of students’ vocabulary knowledge increases.In terms of word meaning association,there was little difference between the two classes because the experiment period was too short and the number of tested words was not large.In terms of vo cabulary collocation,students can better understand known words,distinguish similar words,and recall relevant semantic fields and their collocations with relative ease.Based on the above conclusions,this paper proposes that teachers should recognize t he importance of semantic field theory in vocabulary teaching,provide students with various exercises and activities considering their learning ability.Students should seize the opportunity to establish the connection between old and new vocabulary,cons ciously deepen the understanding of vocabulary knowledge,try to use semantic field in vocabulary practice,so as to improve their English level.