An Experimental Study On English Vocabulary Teaching In Junior Middle School Based On Semantic Characteristic Analysis

Vocabulary is the basic unit of language and language can’t be organized without words and Vocabulary learning is one of the most important points for middle school students. So it is advisable that teachers pay much more attention to vocabulary teaching. The traditional vocabulary teaching tends to teach words one by one in isolated way or learning by rote, and it’s hard to improve efficiency. According to the case, this thesis advises that we should guide students to learn English words effectively under semantic features analysis theory.Semantic features analysis theory is one of the most important theories in semantics, which lays a solid foundation for vocabulary teaching and learning. It is a new way to teach English words under the semantic features analysis theory.The author carries out the experiment in a junior high school of a town. She tries to find the theory’s guidance and promotion to English vocabulary learning. This expcriment lasts for two months. The author selects two parallel classes from Grade nine as subjects. Class1Grade1is the experimental class, and Class2Grade1is the control class.This thesis has three questions to discuss:(1) which is more effective, the way of teaching vocabulary under the semantic features analysis theory or the traditional vocabulary teaching way?(2) What’s the influence if teaching English vocabulary under the semantic features analysis theory in the junior high school?(3) What’s the students’attitude towards the way of teaching English vocabulary under the semantic features analysis theory?The author uses the software SPSS19.0and EXCEL to collect and analyze data.Before the research, the author compares the results of two former monthly tests of the two classes, and the P values are0.896,0.915, both>0.05, which prove that the two classes’English level are equal.The research has three pre-tests and three post-tests. During the three pre-tests, the author compares the two classes’results of each pre-test, P=0.482,0.807,0.905>0.05, therefore the two classes know the words at the same level before each vocabulary teaching. Comparing the two classes’results of each post-test, P=0.023,0.028,0.003, both<0.05, the experimental class grasp the words much better than the control class after their separate vocabulary teaching. After the research, the two classes have a vocabulary test together and the mean scores of the experimental class and the control class are78.48,72.56, meanwhile P=0.003<0.05, so the achievement of the experimental class are obviously better than the control class. In accordance with the questionnaire to the experimental class, the result shows that most students are in favor of the way of teaching English vocabulary under the semantic features analysis.Above all, we can conclude that:(1) The way of teaching English vocabulary under the semantic features analysis theory is more effective than the traditional English vocabulary teaching.(2) Students will grasp English vocabulary much better if teaching English vocabulary under the semantic features analysis theory in the junior high school.(3) Most students are in favor of the way of teaching English vocabulary under the semantic features analysis theory and admit that the way can help them learn English vocabulary.