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Chapter Four Results and discussions

4.1 The vocabulary size in the textbooks
From the chart, we may see that during the compulsory education phase, in students，textbooks from 1A to 9B，there are 133043 tokens in total. Besides, there are 4684 typesand 1764 word families. According to the statistics，we can discover that there are 10712tokens that are not existed in the list, taking the percentage of 8.05%, which are equal to1231 types and the Range BNC does not give us the family numbers. Among them, thereare 111588 tokens existed in the first word list，consisting of 83.87% of all tokens. 8429tokens present in the second word list，taking the percentage of 6.34%. 2314 tokens are inthe third word list，which are not commonly-used in English language and covers a smallpart of all words. In accordance with these statistics, we can find that words chosen in thetextbooks are comparatively usual in English language and obey to the learning rules ofsecond language acquisition.When the standard curriculum during the compulsory education for students learningEnglish is concerned，graduate students after finishing grade 9 should grasp 1500-1600types, which indicates that words such as work，worker and working are counted asdifferent words belonging to these 1500-1600 words. However, based on the previous chart,we can see that all the textbooks contain 4684 types, which is far more than the numberthat is needed in the standard curriculum. Therefore, we may，through the statistics, make aconclusion that textbooks must contain a lot of low-frequently used words, which increasesboth teachers' and students' burdens.
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Conclusion

This thesis tries to make a close study of the vocabulary existing in textbooks in orderto find whether the textbook vocabulary is suitable for teachers and students to learn andteach. Because, these days, there is a trend that more and more junior high school students，after graduation of their junior high school study, will choose to go abroad to continue theirfurther study. So the author wants to have a good knowledge of their vocabulary size aftertheir finishing learning their English textbooks.The author gets such analyzing results: Textbook vocabulary exist a large number of high frequency words，far beyond therequired number in the curriculum. A large number of high frequency words may become agood thing for students to improve the second language vocabulary, but too many wordsmay leave a burden to both students and teachers and let them feel confused about what arethe most important and necessary knowledge to learn; The distribution range of vocabulary in every grade is not very reasonable and somewords do not have enough re-occurrence rate，which all make students feel difficult tolearn these new words in the second language.
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Reference (omitted)