基于新课标的《新标准英语》词汇活动设计研究

ssentially materials evaluation and itsystematically examines the vocabulary activity design of a set of textbooks based onthe requirements of vocabulary learning and teaching in the Standards, which is afield few research set foot in, it thus can enrich the achievements in the field ofmaterials evaluation and contribute to the further development of materials research.Besides, the vocabulary activities examined are selected from a whole set of Englishtextbooks which has been widely used for more than a decade in senior high schoolsin China. However, the criteria for evaluation are the latest Standards, whichrepresents the most advanced concept and principles that are suitable for languagelearning and teaching in China. Therefore, this study will also help to summarize,refine and inherit the existing successful practice in the textbooks, and find out thegap between the textbooks and the requirements of the Standards. 

.........................

Chapter TwoLiterature Review

2.1 Research on Teaching Materials

Teaching materials play a vital part in language learning and teaching. Theyprovide both language knowledge as well as language activities and exercises forlearners to acquire language knowledge and develop language skills. Teachingmaterials of good quality have a positive effect on learners, teachers, learning processas well as the outcome of language teaching (Cheng Xiaotang, 2001, p. 3). Therefore,teaching materials are an important sources and means to achieve the goal of Englishcurriculum (Cheng Xiaotang, 2001, p. 3).

2.1.1 Definition of Teaching Materials

Teaching materials can be defined in different ways. In a broad sense, theconcept of “materials” can be used to refer to anything that facilitate languagelearning, including textbooks, teachers' books, workbooks, readers, cassettes, videos,software, wall charts, cards and other authentic materials that contribute to languagelearning. However, in a narrow sense, teaching materials for a certain languageprogramme always refers to textbooks (Cheng Xiaotang, 2001, p. 1-2).

Taken the above definitions into account, the narrow sense of teaching materialswill be applied in current research. In other words, only the textbooks will beinvestigated carefully and evaluated scientifically. The object of present research isthe New Standard English (NSE) textbooks for senior high schools published byForeign Language Teaching and Research Press, which is one of the most widely-usedsets of English textbooks in China.

............................

2.2 Research on Vocabulary Knowledge

Vocabulary is an indispensable part of language knowledge which is essential forlanguage comprehension and production. According to Wilkins (1972, p. 111),“Without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed.” Vocabulary works better than grammar in terms of meaning exchange.Similarly, Cunningsworth (1984) proposes that learners with lower languageproficiency should learn vocabulary first rather than grammatical knowledge in orderto improve their communicative competence. Wallace (1982, p. 9) even notes that“there is a sense that learning a foreign language is basically a matter of learning thevocabulary of that language.” Although such kind of view is a little bit extreme, itreflects that vocabulary involves far more than the semantic aspect of a language andit is viewed as the foundation of the development of language competence.

................................

Chapter Three Methodology........................... 34

3.1 Research Subjects.....................................34

3.2 Research Questions........................ 35

Chapter Four Results and Discussion.....................................52

4.1 Characteristics of Vocabulary Knowledge in Vocabulary Activities in NSE...52

4.2 Characteristics of Receptive and Productive Vocabulary Use in VocabularyActivities in NSE............................. 58

Chapter Five Conclusion........................77

5.1 Major Findings............