Case Analysis Of High School English Vocabulary Teaching Based On The Theory Of Semantic Field

British linguist D.A.Wilkins once said “Without grammar very little can be conveyed,without vocabulary nothing can be conveyed.” As one of the three key components of a language,vocabulary plays a vital role in language learning.Vocabulary teaching is the foundation and core content of English teaching in every teaching period.In 2011,new National English Curriculum Standards puts forward higher requirements for vocabulary teaching both in quantity and quality.High school English teachers gradually realize it’s imperative to enhance their vocabulary teaching proficiency by applying various strategies and techniques.Semantic field theory has received wide attention since the day it was proposed,it provides language teachers a new perspective for English vocabulary teaching.No matter consciously or unconsciously,English teachers have applied the semantic field theory to their vocabulary teaching.This thesis is based on the semantic field theory,combining real vocabulary teaching cases,adopting literature research method,recording method,interview method and case analysis,aiming to answer the following questions: 1.What do the high school English teachers mainly focus on in their vocabulary teaching? 2.What are the problems existing in high school English teachers’ vocabulary teaching under the perspective of semantic field theory? 3.What methods can be taken to solve these problems with semantic field theory?The results show that English teachers in this school emphasize on teaching Chinese equivalent translation,words inflection and grammatical function while they rarely refer to the denotative meaning and connotative meaning of word.Considering to syntagmatic relation in semantic field,teachers pay more attention on grammatical collocation rather than lexical collocation.In the aspect of paradigmatic relations,synonymy field is constructed most frequently and it substantially used for introducing new vocabulary and teaching different usage of synonyms.Antonymy field is usually used for teaching adjectives,but the construction of antonymy relations is obviously less than synonymy.Since all of these three teachers use Chinese as teaching language and there are few interactions in class,the construction of hyponymy field and meronymy field is very insufficient.From the perspective of semantic field theory,high school English teachers need to have a systematic learning of semantic field theory while combing semantic field theory with other teaching strategies in their vocabulary teaching.Besides,teachers should make full advantage of the teaching activities designed by course book to let the students construct their own semantic field so as to enhance their vocabulary learning ability.This study will help English teachers in high school reflect their own vocabulary teaching and find out deficiencies in it.This paper also provides some practical advice to high school vocabulary teaching based on semantic field theory to enrich vocabulary teaching methods and enhance vocabulary teaching efficiency.