牛津译林版高中英语教材-Advance with English词汇分析
发布时间：2018-08-18 08:18
【摘要】：教材在英语教学中的重要性毋庸置疑,它是教师开展教学活动的主要依据,也是学生学习的重要资源和工具。词汇是英语教学的重要部分,因此教材编写和语言教学也需要考虑到词汇的选择和控制。研究表明,中国英语学习者在词汇量、词频、词汇多样性、词汇的语体特征等方面存在不足,具体表现为学生词汇量不足,词汇使用质量不高,词汇结构不合理等。随着词汇研究的不断深入,研究方法不断更新,教材词汇研究也在深度和广度上不断延伸。牛津译林版高中英语教材Advance with Enalich 2011年版是基于《英语课程标准》编写的江苏地区通用英语教材。这套教材分为选修和必修两部分,必修从module 1到module 5,必修部分每个模块是3个单元,选修部分为module 6到modulell,每个模块是4个单元,共计11册39个单元。目前还未有此套教材的语料库,对其教材词汇研究也较少。基于此,本研究运用词汇分析软件Range ECV对牛津译林版高中教材1 一 11册教材中的词汇分布情况进行分析,目的在于发现教材中词汇的分布特征以及对高中英语词汇教学的启示。本论文旨在回答以下研究问题:(1)教材中的词汇量,词汇频率和词汇分布如何?(2)教材中课标词汇的词汇量,词汇频率和词汇分布如何?教材词汇分析表明,(1)教材中共出现4442个单词除去人名和地名还有3982个,比课程标准要求的3500个单词多出很多,其中有129个高中阶段课标词汇没有出现;(2)52. 61%的高中词汇出现了 6次及以上,18. 73%出现了 3至5次和28. 66%出现了 1至2次;41. 68%高中词汇出现在6个单元及以上,21. 40%出现在3至5个单元以及36. 92%出现在1至2个单元里(3) 40. 96%的高中课标词汇出现了 6次及以上,25. 77%出现了 3至5次和33. 26%出现了 1至2次;20. 58%高中课标词汇出现在6个单元及以上,30. 49%出现在3至5个单元以及48. 93%出现在1至2个单元里。总结,本研究通过建立教材语料库,用英语课程标准词汇表代替Range自带词表的方法来研究分析教材中的词汇量,词汇频率以及词汇分布情况,研究发现教材词汇量达到甚至超过英语课程标准要求,但是教材词汇频率偏低,分布很不均衡。据此在实际教学中我们应给予那些低频和低分布的词汇予以更多关注。
[Abstract]:The importance of teaching materials in English teaching is beyond doubt. It is the main basis for teachers to carry out teaching activities, and it is also an important resource and tool for students to learn. Vocabulary is an important part of English teaching, so the choice and control of vocabulary should be taken into account in textbook compilation and language teaching. The study shows that Chinese EFL learners have some shortcomings in vocabulary size, vocabulary frequency, vocabulary diversity and lexical stylistic features, such as insufficient vocabulary size, poor vocabulary use quality, unreasonable vocabulary structure and so on. With the deepening of lexical research and the updating of research methods, the lexical research in textbooks has been extended in depth and breadth. Advance with Enalich 2011 is a general English textbook in Jiangsu province, which is based on English Curriculum Standards. This set of textbooks is divided into two parts: optional and compulsory. The required course is from module 1 to module 5, the required part is 3 units per module, the elective part is module 6 to modulle, each module is 4 units, and the total number of 11 volumes is 39 units. At present, there is no corpus of this set of textbooks, and there are few researches on its vocabulary. Based on this, the lexical analysis software Range ECV is used to analyze the lexical distribution of 1 to 11 volumes of senior high school textbooks in Oxford Translation Forest Edition. The purpose of this paper is to find out the characteristics of vocabulary distribution in textbooks and its implications for senior high school English vocabulary teaching. The purpose of this thesis is to answer the following questions: (1) what is the vocabulary size, vocabulary frequency and vocabulary distribution in the textbook? (2) what is the vocabulary size, vocabulary frequency and vocabulary distribution of the standard vocabulary in the textbook? The lexical analysis of textbooks shows that (1) there are 3 982 words in the textbooks except for names and place names, which is a lot more than the 3500 words required by the curriculum standard, of which 129 words are not found in the senior middle school curriculum standard; (2) 52. 61% of the high school vocabulary appeared 6 times or more. 73% of the cases occurred 3 to 5 times and 28%. Sixty-six percent had one or two occurrences of 41. 68% of senior high school vocabulary appeared in 6 units and above. 40% were found in 3 to 5 units and 36. 6%. 92% were found in 1 or 2 units (3) 40. 96% of the high school syllabus vocabulary appeared 6 times or more. 77 percent of the cases occurred three to five times and 33 percent. Twenty-six percent had one or two occurrences. 58% of the high school syllabus vocabulary appears in 6 units and above. 49% were found in 3 to 5 units and 48. 93% were found in one or two units. In conclusion, the present study studies and analyzes the vocabulary size, vocabulary frequency and vocabulary distribution in the textbooks by establishing a corpus of teaching materials and replacing the Range vocabulary with a standard vocabulary of English courses. The study found that the vocabulary of the textbooks reached or even exceeded the requirements of English curriculum standards, but the vocabulary frequency of the textbooks was low and the distribution was very uneven. Therefore, we should pay more attention to low-frequency and low-distributed vocabulary in practical teaching.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
[Abstract]:The importance of teaching materials in English teaching is beyond doubt. It is the main basis for teachers to carry out teaching activities, and it is also an important resource and tool for students to learn. Vocabulary is an important part of English teaching, so the choice and control of vocabulary should be taken into account in textbook compilation and language teaching. The study shows that Chinese EFL learners have some shortcomings in vocabulary size, vocabulary frequency, vocabulary diversity and lexical stylistic features, such as insufficient vocabulary size, poor vocabulary use quality, unreasonable vocabulary structure and so on. With the deepening of lexical research and the updating of research methods, the lexical research in textbooks has been extended in depth and breadth. Advance with Enalich 2011 is a general English textbook in Jiangsu province, which is based on English Curriculum Standards. This set of textbooks is divided into two parts: optional and compulsory. The required course is from module 1 to module 5, the required part is 3 units per module, the elective part is module 6 to modulle, each module is 4 units, and the total number of 11 volumes is 39 units. At present, there is no corpus of this set of textbooks, and there are few researches on its vocabulary. Based on this, the lexical analysis software Range ECV is used to analyze the lexical distribution of 1 to 11 volumes of senior high school textbooks in Oxford Translation Forest Edition. The purpose of this paper is to find out the characteristics of vocabulary distribution in textbooks and its implications for senior high school English vocabulary teaching. The purpose of this thesis is to answer the following questions: (1) what is the vocabulary size, vocabulary frequency and vocabulary distribution in the textbook? (2) what is the vocabulary size, vocabulary frequency and vocabulary distribution of the standard vocabulary in the textbook? The lexical analysis of textbooks shows that (1) there are 3 982 words in the textbooks except for names and place names, which is a lot more than the 3500 words required by the curriculum standard, of which 129 words are not found in the senior middle school curriculum standard; (2) 52. 61% of the high school vocabulary appeared 6 times or more. 73% of the cases occurred 3 to 5 times and 28%. Sixty-six percent had one or two occurrences of 41. 68% of senior high school vocabulary appeared in 6 units and above. 40% were found in 3 to 5 units and 36. 6%. 92% were found in 1 or 2 units (3) 40. 96% of the high school syllabus vocabulary appeared 6 times or more. 77 percent of the cases occurred three to five times and 33 percent. Twenty-six percent had one or two occurrences. 58% of the high school syllabus vocabulary appears in 6 units and above. 49% were found in 3 to 5 units and 48. 93% were found in one or two units. In conclusion, the present study studies and analyzes the vocabulary size, vocabulary frequency and vocabulary distribution in the textbooks by establishing a corpus of teaching materials and replacing the Range vocabulary with a standard vocabulary of English courses. The study found that the vocabulary of the textbooks reached or even exceeded the requirements of English curriculum standards, but the vocabulary frequency of the textbooks was low and the distribution was very uneven. Therefore, we should pay more attention to low-frequency and low-distributed vocabulary in practical teaching.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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