An Empirical Study On Semantic Field Theory In English Vocabulary Teaching In Senior High School

Vocabulary is the basis of English learning and a very important part of English teaching.The level of English vocabulary directly affects the ability of comprehensive language use.Many teachers' teaching methods in English class are single and lack of sustainability and systematicness,which lead to students' low interest in English vocabulary learning,thus affecting English performance.Vocabulary learning has become an obstacle for students to learn English.Therefore,it is necessary to explore an effective vocabulary learning method for senior high school students.In teaching practice,English teachers are paying more and more attention to the theory of semantic field,which can inspire teaching.They are trying to link the theory of vocabulary research in semantics with vocabulary teaching in English teaching,so as to improve the quality of teaching.This study focuses on two issues:1.Can the Semantic Field Theory stimulate students' interest in English vocabulary learning in senior high school?2.Can the Semantic Field Theory effectively improve students' English vocabulary test scores in senior high school?In order to solve these problems,this study is carried out in Chengan No.1 Senior High School,Hebei Province.The research period is from September 2018 to January2019.The subjects are 134 students in two classes of senior one.The vocabulary scores of the two classes are almost similar.One class is an experimental class,using vocabulary teaching method based on Semantic Field Theory,the other class is a control class,using traditional teaching methods,questionnaires,tests and interview are used to collect experiment data,which are analyzed after the experiment.The results show that the Semantic Field Theory can stimulate students' interest in English vocabulary learning,and also can effectively improve student' English test scores in senior high school.Therefore,it is feasible and effective to apply the semantic field theory to high school English vocabulary teaching,which deserves further study.