An Application Study Of English Vocabulary Teaching In Junior High School Based On Semantic Field Theory

English vocabulary teaching occupies an important part of English teaching.As English teaching method has developed greatly in theory and practice in recent years,there have been some changes on English vocabulary teaching.However,when it is compared with other English teaching aspects such as English listening teaching,English speaking teaching,English reading teaching and English writing teaching,English vocabulary teaching has always been a neglected part of English teaching to some degree.The research of English vocabulary teaching has not caused enough attention.In traditional English teaching,English vocabulary teaching is attached to English grammar teaching.It is basically limited to the teachers explanation of vocabulary lists and words encountered in the text.English teachers often use English-Chinese translation to provide synonymy,antonymy and word transformation,etc.Using these methods will undoubtedly help students know,to a certain extent,a lot of English vocabulary.However,students' mastery of vocabulary could not mainly rely on a large amount of isolated memory.Numerous studies have shown that isolated words are difficult to maintain in memory for a long time.This research integrates the semantic field theory and junior high school English vocabulary teaching.The research focuses on the following questions:(1)How does the application of semantic field theory to English vocabulary teaching in junior high school affect the vocabulary learning efficiency of junior high school students?(2)How does the application of semantic field theory to English vocabulary teaching in junior high school affect junior high school students' autonomous vocabulary learning?The research designs teaching experiment based on the semantic field theory.In order to ensure the reliability of the research,the author conducts a questionnaire survey on the participants before the experiment to understand their current situation of English vocabulary learning.After the experiment,five participants are randomly selected from the experimental class and are interviewed to know the impact of the experiment on their English vocabulary learning.Through SPSS 25 and Excel 2013,the author analyzes the experimental data.The research has the following findings.Applying the semantic field theory to junior high school students English vocabulary teaching could effectively improve the English vocabulary learning efficiency of junior high school students.Students are willing to accept this new vocabulary teaching method and some students in the experimental class would consciously construct a semantic field autonomously in the process of learning English vocabulary.When constructing an English vocabulary teaching based on the semantic field theory,it is necessary to focus on the students and guide students to actively construct the semantic field.