The Application of Semantics in College English Vocabulary Teaching Vocabulary teaching is the basis of English teaching. College English learning has entered an advanced stage, and traditional English vocabulary teaching methods cannot solve the problems that students often encounter in vocabulary learning. Based on the principles of semantics and teaching practice, this paper focuses on the application of juxtaposition theory, structural semantics, frame semantics, semantic component analysis and case grammar in college English vocabulary teaching, aiming at improving the quality of college English vocabulary teaching. Keywords: the application of semantics in college English vocabulary teaching. With the development of quality education and the implementation of the new curriculum reform, there has been a new breakthrough in college English teaching in China, and the teaching focus has begun to shift to improving students' English application ability. Vocabulary has become the key to improving students' English application ability. The traditional English vocabulary teaching method only requires students to memorize the pronunciation, spelling and Chinese meaning of words, which leads to the isolation of words that students learn, resulting in students' confusion of synonyms, improper collocation of words and "China" of English. How to make students learn vocabulary correctly and quickly is a topic that every college English teacher should pay attention to. In view of the common problems in students' vocabulary learning, combined with the author's teaching experience and semantic theory, this paper summarizes the following teaching methods, aiming at stimulating students' interest in learning and improving the quality of college English vocabulary teaching. Second, the application of semantics in college English vocabulary teaching (1) The juxtaposition theory is to study the relationship between some words and other words in English. For example, the word "mother" is often used with words such as "nail polish", "son" and "father" in language application, and rarely used with "shaving". Thus, the juxtaposition theory refers not to the meaning of words, but to the collocation relationship between words. This collocation is a common usage in the long-term use of language. However, at present, there is a common problem of improper vocabulary collocation in college students' English learning. Students only remember the Chinese meanings of English words, but don't understand the idioms and potential meanings of words. For example: growing children (should be children in the rear). In addition, due to the interference of Chinese thinking, students often collocate words according to Chinese habits. For example, I like playing football very much. Therefore, in the process of college English vocabulary teaching, English teachers can use juxtaposition theory to guide students to learn the reasonable collocation of vocabulary. In the process of guidance, teachers should clearly point out to students that the accompanying relationship of words is possible and restrictive, and the reasonable collocation of words will be restricted by many factors. For example, sometimes it is determined by grammar, sometimes it is restricted by semantic features of words, sometimes it is established, and so on. All these require teachers to teach according to specific conditions. In addition, teachers need to point out the abnormal collocation of words to students. Some words are generally not accompanied, and can be collocated under special circumstances. Like flogging the waves. In addition, idioms, literary works and new words often appear abnormal collocation, which requires students to pay attention to their usual accumulation. (2) Structural Semantics Structural Semantics mainly studies the "implied" semantic relationship, which pays more attention to the "semantic relationship" between some words or phrases and other words or phrases, instead of just studying the semantic phenomenon of words in isolation and ignoring the semantic relationship between words, as in traditional semantics. Implicit semantic relativity can be divided into hyponymy, antonymy and relativity. Hyponymy is also called semantic inclusion, which refers to the word inclusion of a single concept. For example, flowers in the upper sense, tulips in the lower sense, violets, roses and so on. The upper meaning words refer to the general words of the same kind, while the lower meaning words are relatively specific words. Tulip, violet and rose are related words of the same kind in semantic relationship. In the process of college English vocabulary teaching, teachers can use the concept of similar relative words to help students summarize similar words and expand their vocabulary. Help students use similar common words to make their writing concise. Through the analysis of the relationship between word meanings, we can also avoid the confusion of students' word meanings and exercise their logical thinking ability. Antisense relationship mainly refers to: ① words with contradictory or opposite meanings, such as male-female; Dead-alive. ② Words with opposite meanings, such as: young—old；; Cold-hot. The former is semantically contradictory and cannot coexist at the same time, while the latter is semantically not contradictory. They represent words with the same nature but different degrees. For example, youth-middle age-youth-old people. In English vocabulary teaching, the introduction of antonyms can help students understand the meaning of words more clearly. Usually, when teachers explain words, they usually use synonyms to explain them. In fact, it is not easy to explain some words clearly with synonyms, and it is easier for students to understand with antonyms. For example, the antonym of rude is politeness (rude is a new word, students don't know the meaning, guide students to be the antonym of rude, and students will soon understand the basic meaning of the new word). By guiding students to distinguish between words with contradictory or opposite meanings and words with opposite meanings, teachers can help them choose the right words to express themselves in English. In addition, antonyms can also be used to modify articles to avoid dullness. Relativity, also known as conversation, exists between word pairs that are both opposite and interdependent. For example: husband-wife; Up-down is the unity of opposites, which is called "strong relative relationship" by semantics. There is also a relative relationship between the three words, which is called "weak relative relationship". By learning relative relations, students can enlarge their vocabulary and use vocabulary and sentence patterns flexibly. Therefore, applying the theory of structural semantics to college English vocabulary teaching can help students understand and use hidden words accurately, thus improving their English expression and application ability. (3) Frame Semantics Frame Semantics is a unique semantic concept and belongs to a branch of cognitive linguistics. It can provide a brand-new method for English vocabulary teaching. Vocabulary is an obstacle for college students to learn English. Although teachers and students spend a lot of energy on vocabulary learning, the results are often unsatisfactory. How to solve this problem, frame semantics provides us with new ideas. In short, frame semantics, based on human cognition, classifies English verbs into corresponding frames from different angles, and then classifies similar nouns according to familiarity for each corresponding frame to carry out hierarchical teaching. As for other parts of speech, you can also refer to the practice of nouns and verbs to learn. For example, if you learn the word money, you can establish a trading framework, which can be divided into buyers and sellers according to different perspectives (selling, spending, buying, etc.). Each frame has different elements. You can put the words you want to learn into the frame and learn them systematically and methodically according to your familiarity. (IV) Semantic component analysis In the process of English teaching, students make mistakes because they can't distinguish the meanings of synonyms. How to help students identify synonyms and match them correctly? For this problem, teachers can introduce semantic component analysis theory into the classroom to solve it. It has a long history to study linguistics with semantic component analysis theory, which mainly studies the concept-vocabulary relationship. The viewpoint is that the "meaning" of any word can be decomposed into some different "semantic components", which can be systematically classified. We can use this theory to explain words, such as: bachelor-[human]+[male]+[unmarried]. This theory is also helpful to help students clearly understand the differences and collocations between synonyms, so as to use vocabulary correctly and skillfully in different contexts. In addition, semantic component analysis is also helpful to improve students' translation ability. In English-Chinese translation, "word selection" is not arbitrary, but limited by semantic components. Accurate and appropriate translation should be based on understanding the correct meaning of words. In the current English vocabulary teaching, how to make students master vocabulary correctly is a worry for every English teacher. Semantic component analysis provides a method for English teachers, which can help students master vocabulary accurately and firmly, and is of certain significance to vocabulary teaching, thus solving teachers' problems to some extent. (5) Case Grammar Case Grammar is a rigorous and ingenious semantic theory. This theory was first put forward by the famous American linguist fillmore in 1968. He summed up a new conclusion: every language has a "semantic case" that expresses deep structure, and each semantic case is associated with a preposition. For example, the agent case is associated with the preposition by; The object case is associated with the preposition with; The instrument case is associated with the preposition with. Fillmore also believes that from the deep structure, all noun phrases are prepositional phrases, which can not only be transposed in sentences, but also be omitted. Verbs are an important part of English sentences. Fillmore thinks that verbs are always used together with some semantic cases in deep structure, so he advocates that verbs should be treated in deep framework. This is of great significance to semantic research, and we can classify different verbs in this way. In addition, he also put forward three test rules to determine the relationship between semantic cases in sentences and explore the position of semantic cases in sentences. After fillmore's theory was put forward, some semantests have made continuous and in-depth research and improvement on this theory. In English vocabulary teaching, teachers introduce the theory of semantic case and deep case, which helps students analyze English syntax from the semantic point of view and correctly use some verbs. For example: hit-[+-ao (i)]; Enjoy-[+-EO], from which we can see that the relationship between certain verbs and certain semantic cases is clearly expressed in the deep framework. If students master the deep framework of verbs, they can learn the correct usage and sentence patterns of verbs. Three. Conclusion Effective college vocabulary teaching is inseparable from the guidance of correct linguistic theories. Combining with related concepts of semantics, vocabulary teaching can better guide students to learn vocabulary efficiently. Above, the author discusses the application of five contemporary semantic theories in English vocabulary teaching. In fact, the role of semantics in college English vocabulary teaching is not limited to this. It also needs English teachers to explore constantly in their actual study and work to improve the English teaching level in China. [2] Du Yu, Li Jing, Structural Semantics and English Vocabulary Teaching [J]. China Science and Education Innovation Guide, 2007, (476). [3] Liu. On the Application of English Pragmatics and Semantics [J]. Journal of Liaoning University of Engineering Science (Social Science Edition), Volume 6, No.3, 2004. [