本研究采用词汇语义相关性测试考察山东某大学英语专业一至四年级学生词汇语义自主性的发展,研究发现,分处四个不同学段的学习者词汇量有显著差异,但其词汇语义并没有获得自主性,表明一语语义系统长期参与二语词汇语义的加工处理。需要采用显性词汇教学和数据驱动的学习方式,促进语义重构,克服语义石化现象,促使学习者词汇语义自主能力发展。 This study uses the semantic relevance test to investigate the semantic autonomy of English majors in grade one to grade four in Shandong. The results show that there are significant differences in learners’ vocabulary among the four different segments, but the lexical semantics are not Obtained autonomy, indicating that the semantic system of a term has long been involved in the processing of semantics of a second language vocabulary. It is necessary to adopt dominant lexical teaching and data-driven learning, promote semantic reconstruction, overcome semantic and petrochemical phenomena and promote learners’ semantic autonomy.