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sp;  2.2.2 College English Textbook Corpus(CETC)........... 38-39
        2.2.3 The British National Corpus(BNC)........... 39-40
    2.3 Data collecting and processing Tools........... 40-41
    2.4 Procedures ...........41-47
    2.5 Statistical analysis........... 47-49
Chapter Three Results and Discussion ...........49-71
    3.1 Text As' coverage of Curriculum words...........49-55
        3.1.1 Results...........49-52
        3.1.2 Discussion........... 52-55
    3.2 Typical collocations of delexical verbs...........55-63
        3.2.1 Results ...........55-59
        3.2.2 Discussion........... 59-63
    3.3 New word densities of Text As in thre........... 63-71
        3.3.1 Results ...........63-67
        3.3.2 Discussion ...........67-71

Conclusion

To begin with, the findings of the present study have some direct pedagogicalimplications. College English textbooks are widely used in universities. They are not onlythe hidden syllabus but also the primary source of vocabulary input in College Englishlearning. According to College English Curriculum Requirements issued by the Ministry ofEducation, all non-English majors are required to acquire the Curriculum words of BasicRequirement after studying and practicing English at school. The results of the study showthat the Text As in each examined College English textbook cover no more than 69% ofthe Curriculum words of Basic Requirement. Given that each unit of the current CollegeEnglish textbooks consists of two or three reading texts and that the Curriculum words maybe distributed in Text A, Text B and Text C, College English teachers are suggested toattach equal importance to the vocabulary in these texts so as to help students achieve thegoal of acquiring all the Curriculum words of Basic Requirement. Though Text B and TextC in current College English coursebooks, unlike Text A designed for classroom use, aregenerally home reading materials, they may cover a certain number of Curriculum wordswhich cannot be ignored.
Non-English major students not only are required to acquire the Curriculum words ofBasic Requirement, but need to master the typical collocations of frequent words to ensuretheir appropriate and fluent language use. However, the present study shows that only asmall number of typical collocations of delexical verbs are contained in the reading TextAs in comparison with the BNC. Since material designers have done an unsatisfactory jobin specifying the typical collocations of frequent words, teachers are suggested to make upfor the deficiency in vocabulary teaching by supplying students with more typicalcollocations of high-frequency words.Additionally, the study reveals that the new word densities of intensive reading textsin current College English textbooks are not very satisfactory. Some reading passagesexamined provide a large amount of new vocabulary while others contain only one or twonew words. It is suggested that College English teachers make flexible use of the texts 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。