The Application Of The Semantic Field Theory To English Text Vocabulary Teaching In The Senior High School

English vocabulary plays a key role in English learning and teaching. In recent years, the domestic and foreign scholars have conducted a lot of research on English vocabulary learning and teaching. Especially, domestic scholars have obtained many achievements to English vocabulary teaching from various angles. However, at present, these problems, such as low-efficiency, uncertain objective, monotonous methods and so on, still exist in English vocabulary teaching of the senior high school in our country. The memory, differentiation, use and expansion of English vocabulary are still the main problems in the senior high school for students’ English learning, and they even affect students’ interest in learning English. The semantic field theory is a brand-new theory in linguistics, stressing the connection between words. It is the inner connection that enables different words to form the same semantic field, and the semantic field can be divided into different types, such as hyponymy field, synonymy field,antonymy field and meronymy field. In view of the above mentioned, this thesis proposes the idea that the semantic field theory is applied to English vocabulary teaching in the senior high school, and focuses on exploring the following three questions:(1)How should students construct the semantic fields when they learn vocabulary independently?(2) What is the attitude of students towards this new teaching method?(3)Whether can the semantic field theory prompt the English vocabulary teaching in the senior high school?Based on the semantic field theory, this research designs a teaching experiment in the Number 2 Middle School of Guiyang in order to ensure its feasibility and find out some possible problems in the process of teaching. Before the experiment, the author conducts the questionnaire survey in the experimental class and the control class as well as among the teachers in senior two to learn about the current situation of teaching and learning. After the questionnaire survey, a pre-test was carried out in the experimental class and the control class so as to learn about whether the control class and the experimental class were equal in English level. Subsequently, the author moved on to the teaching practice for 15 weeks. During the teaching experiment, the semantic field theory was applied to the experimental class and traditional method was applied to the control class. At the end of the teaching experiment, a post-test was carried out among all students so as to check the effectiveness of the semantic field theory. By the analysis of data processed by SPSS 17.0 from experiment, the research gets the following results:(1) For English vocabulary on the text, teachers should try their best to put them into different semantic fields so as to words are easy to memorize.(2) Most of students agree with this new method. In the process of learning, they find this method is very practical because they can make new words connected with old words.(3) The semantic field theory applied to English vocabulary teaching can effectively improve the efficiency of English vocabulary learning in the senior high school.