Semantic differences in understanding of English words of senior high school students: frequent questions and teaching suggestions

Abstract

This research demonstrates the English words’ understanding due to semantic differences, together with further teaching advice and frequent questions. Because of the cultural differences, the expression of English and Chinese meanings is different. Consequently, it can be easy for learners to confuse and understand the intended meaning incorrectly. There are several negative results of students having weak knowledge of polysemous words: lower academic performance, and passage understanding, together with a weaker lexical foundation. In order to explore thus address the situation of mastered weak polysemy knowledge, this essay will investigate students and teachers who come from high schools in various cities in China their knowledge of polysemy as well as the following learning difficulties; the research found that (1) the universality of polysemy learning, academic performance; (2) the teaching pertinence, importance of foundation and teaching method. From those findings, this research supposes that the approach of increasing reading amount, fostering English literacy, and using a preferred vocabulary memorization method can be used so as to improve and solve the issue.