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bulary knowledge and other language capabilities, or the testing of learners'vocabulary knowledge as well. That is to say, researchers，first and foremost，ought toanswer the question "what it means to know a word，，，in other words，"what do theelements contain to form a word (Wang Gaiyan, 2011).Dating back to the mid 19山 century, Cronbach (1942)，when doing the vocabularytests of native language, proposes the problem of "what does it mean for learners to grasp aword". Cronbach holds the idea that grasping a word must perform five aspects: 1) thecategorization of the target word (knowing the classification and definition of the targetword); 2) the practical use of the target word (knowing the appropriate use of the targetword); 3) the depth of vocabulary knowledge of the target word ( knowing the differentmeanings of the target word); 4) the accuracy of the target word knowledge (owning theability of using the target word in a proper way); 5) the easy association of the target word(using the target word creatively). For these five necessities, Cronbach mainly refers to thetesting of the first language, so they are not representative.
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2.2 The corpus analysis of textbook vocabulary in second language cquisition
As for many second language learners, textbooks are being considered as the mainmedium for them to obtain second language knowledge. It is of vital importance forlearners themselves in the process of their learning second language. Many scholars realizethe inevitable effect of learners' textbooks. Chen Xilin (1991) points out in the paper thatmaterials are the indispensible things for learners of the acquisition of second language. Nomatter what methods teachers take, students ought to have their own materials to refer toand rely on. That is the textbook. Furthermore, the compiling of the textbooks is obliged tobe classified according to different topics, subjects, structures or tasks. In consequence,these existent facts lead to the lack of systematic feature of the textbooks (Sheldon, 1988). In terms of the present conditions in Chinese second language teaching, with the deepeningof the elementary educational reform, textbooks with only one syllabus but many differenttypes do good to forming a opener and more prosperous market. It also calls for teachers'more responsibilities and obligations in choosing and using different types of textbooks(Cheng Xiaotang, 2002), From this point, we may reach an agreement that it is the secondlanguage learners' grasping of language knowledge that make the importance of textbooksbeyond description.
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Chapter Three Research design.......   26
3.1 The research subjects .......   26
3.2 The research questions.......  26
3.3 The research tools.......   26
3.4 The research methods.......  26
3.5 The research procedures .......   27
Chapter Four Results and discussions.......  28
4.1 The vocabulary size in the textbooks ....... 28
4.2 The distribution of textbook vocabulary in each grade.......  33
4.3 The distribution of both high-frequency and low-frequency words ....... 36
4.4 The comparison between the new version and the old version.......  41本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。