| The eassay took"new practical Chinese reader"(â… ) and"new concept English"(â… ) as a case to compare the elementary words complications of Chinese text books and English text books, applying words learning theories. It first analyzed the words complication features of both language text books by words forms and words meaning and then studied the difference and the common place after the comparison of two language text books with a cognitive angle, which is divided into four parts-phonetic, writing, vocabulary increasing, and words meaning. Latter, the contradiction and harmony between functional theory and cognitive theory in elementary words complication was discussed and some advice was given on elementary language text books mainly on Chinese language text books.The elementary words complications should be gradually from the simple forms to the complex forms, and easily cause connective thinking, benefit for the establishment of semantic field, which wontains a group of words, and thus it is good for words memorizing and learning.Words of both"new practical Chinese reader"(â… ) and"new concept English"(â… ) are generally simple, complying with the language learning in elementary stage. But words complication of"new concept English"is better than"new practical Chinese reader"since words in each lesson are mostly in the same semantic field, which greatly promote the learning effect.Speaking at a cognitive angle, on one hand, there is weakness in the words complication of both language text books; on the other hand, both have done well in the elementary words complication, espeailly"new concept English"in words meaning.However, both text books are influence by functional theory. What can the text books do to balance the functional theory and the cognitive theory in words complications? Also, Chinese language text books needs to learn from English books, which will improve much the Chinese language text books'complication. |
