General Visage And Normalization Of Main Vocabulary In Chinese Language Textbooks

Vocabulary building is a significant part of language learning. This is especially true when it comes to Chinese learning during the stage of compulsory education. Some researchers are interested in examining the vocabulary of different sets of textbooks, some are working on the normalization of all words in textbooks, and others attempt to find more efficient ways of developing vocabulary. However, such investigations are barely comprehensive. What we need now is all-round researches, which is of better significance both theoretically and realistically. In this paper, we point out the defects of six sets of Chinese language textbooks for middle school students and conduct in-depth analyses on why such defects exist and how they affect vocabulary learning. Based on the findings of earlier researches and the analysis of a self-built corpus, we offer useful suggestions for standardizing textbook compilation and make vocabulary learning more scientific.This paper consists of four chapters. The first is the introductory chapter. The second chapter discusses three different aspects related to the scientific level and arrangement of content of language textbooks for middle school students, viz. the total size of vocabulary, frequency of use and arrangement of the content, and general information of words shared by all textbooks and words that are unshared. In the third chapter, we pick out all abnormal words in textbooks, and discuss the relation between Chinese character learning and vocabulary learning. The fourth chapter offers solutions to all the problems identified in this paper.This paper provides much data on the vocabulary of language textbooks for middle school students and practicable resolutions. We aim at further standardizing middle school language textbooks and proposing more scientific vocabulary teaching and learning during middle school study.