The Application Of Semantic Field Theory To English Vocabulary Teaching In Junior Middle School

English vocabulary learning plays a significant role in English learning. In recent years, domestic and foreign scholars have done many researches for the teaching of English vocabulary;especially, domestic scholars have been making a deep research for English vocabulary teaching from different angles, which has made a lot of achievements. However, currently, problems such as low teaching efficiency, boring and unitary teaching methods and ambiguous teaching objectives still exist in English vocabulary teaching in junior middle school of China; difficulties such as remembering, distinguishing and using English vocabulary as well as enlarging English vocabulary are still influencing English learning of students in junior middle school in China.Semantic field theory, as one of the important theories in linguistic, emphasizes the relationship among words in meaning and this kind of relationship enables different vocabularies to be connected in the semantic fields which can be classified into different types such as hyponymy, synonymy, antonym and meronomy. In view of the above situation, this thesis suggests semantic field theory should be applied to English vocabulary teaching in junior middle school. And the following three questions are mainly discussed:1) How to build a model of English vocabulary teaching in junior middle school based on semantic field theory?2) How does it influence the efficiency of students’English vocabulary learning in junior middle when the semantic field theory is applied to English vocabulary teaching in junior middle? and3)How is it that students learn English vocabulary themselves by building the semantic field consciously.Based on the semantic field theory, three experiments in Qiuji junior middle school are designed in this research. In order to ensure the validity of the results of the experiments, a survey about the current English vocabulary learning situation of the experimental subjects and an interview to subjects in experiment class are made separately before and after the three experiments. Through independent samples t-test on three experimental data, using software SPSS, the following results are obtained:1) There is no obvious difference between the scores of experiment class and controlled class in post-testl(sig=0.220>0.05, or P>0.05).2) There is obvious difference between the scores of experiment class and controlled class in post-test2(sig=0.021<0.05, or P<0.05;the mean score of the experiment class is11.72, the mean score of the controlled class is9.67). and3) There is significant difference between the scores of experiment class and controlled class in post-test3(sig=0.000<0.05, or P<0.05; the mean score of the experiment class is12.84, the mean score of the controlled class is9.49).The main findings of this research are:1) The application of semantic field theory to English vocabulary teaching in junior middle school can improve the efficiency of English vocabulary learning in junior middle school.2) Some students in experiment class will learn English vocabulary by building the semantic field consciously when they learn English vocabulary themselves.and3) Building a model of English vocabulary teaching in junior middle school based on semantic field theory should take students as the center and guide them to construct semantic field consciously and actively.