Research On The Influence Of Semantic Transparency And Context On The Guessing Meaning Of English Compounds In Middle School Students

Vocabulary is an important part of language,and the effect of vocabulary teaching has a direct impact on students' English learning level.The amount of vocabulary of junior high school students and their mastery is one of the decisive factors affecting the evaluation of their English learning achievements.Therefore,how to conduct vocabulary learning is an important subject to be solved in English teaching.The degree of lexical semantic transparency reflects the close relationship between the morpheme meaning and the whole word meaning,and has an impact on students' vocabulary acquisition.Teaching vocabulary in a specific context is not only conducive to the understanding and memory of junior high school students,but also can increase the fun of teaching activities,so that junior high school students can improve their learning efficiency and level in a relaxed learning.Through literature review,it is found that there are few studies on the context effect of sentences in vocabulary learning with English as a second language,and there are abundant studies on the influence of semantic transparency on students' vocabulary acquisition.Therefore,this paper combines semantic transparency and context to explore the role of context and semantic transparency in guessing the meaning of compound words of junior high school students and the differences among students in different grades,and then combined with teaching practice,to explore the role and value they can produce.This study takes the middle level students of grade one,grade two and grade three of a middle school in Hulunbeier city,Inner Mongolia autonomous region as the research object,and adopts the methods of literature review,questionnaire survey and experiment.The research is mainly carried out from the following aspects:first,to deeply understand the research status of semantic transparency and context at home and abroad,fully understand the theories related to this research,and define the main concepts.Second,design the experimental program and determine the specific research steps to carry out the experiment in junior high school.Thirdly,the research is analyzed and discussed through data analysis.Fourth,draw conclusions and make Suggestions based on the analysis results.The following conclusions are drawn from the experiments:(1)The semantic transparency of compound words affects the guessing of the meaning of junior high school students' compound words,and compound words with high semantic transparency are more conducive to the guessing of the meaning of words.(2)Context type influences junior middle school students' guessing of compound words,the accuracy of homonym context,the accuracy of antisense context,the accuracy of neutral context,and the accuracy of explanatory context.(3)Grade influence junior middle school students compound word meaning guess,junior middle school students' correct rate of>junior middle school students' correct rate of>junior middle school students' correct rate of>junior middle school students' correct rate of>junior middle school students' correct rate of>junior middle school students.(4)Semantic transparency interacts with context.(5)Semantic transparency,context and grade have significant interaction.(6)In the process of guessing the meaning of English compound words,the combination of semantic transparency and context can promote the guessing of the meaning of English compound words more than using only one clue.This paper proposes the following Suggestions:in the vocabulary teaching with high semantic transparency,teachers should use morphemes to teach,expand morphemes with high familiarity to morphemes with low familiarity,and teach the characteristics of morphemes in word formation.In vocabulary teaching with low semantic transparency,teachers should first teach the literal meaning of words so as to learn the real meaning of words.Teach students strategies for anti-transparency words.In context setting,teachers should use more synonyms,more antonyms,more explanatory contexts and more deductive contexts.Train students'reasoning ability,cultivate students' awareness of active selection and application of reasoning strategies,and explain vocabulary to students with various reasoning strategies.Encourage students to use semantic transparency and context to learn vocabulary together.