Research On The Comparison Of The Vocabulary In Three Elementary Comprehensive TCFL Textbooks

Textbook plays an important role in teaching. Vocabulary, which is a key part in book, is the foundation in language learning. The arrangement of the vocabulary in the book will influence student’s learning. Therefor, to arrange vocabulary efficiently is one of a key factor in learing. But most students can not stockpile enough vocabulary after a lesson. The lack of vocabulary is a problem in teaching. So, how to arrange vocabulary in book to help students remember most of the words plays a key role in the compilation of book.Connectionism is one of the most important theory in cognitive science and neural science. Connectionism believes that language learning is a process that students acquire knowledge and stockpile it in mental lexicon. Connectionism treats cognitive structure as a net. The net is composed of many units which combines with each other and operate parallelly. Connectionism believes distributed representation, which stresses a concept is composed of many units. The process of learning equals to the learning of distributed representation. That is to say, learning needs to change the relationship between units. One of the method to change the relationship between units is to change the weight, which means to change the connection strength. Only by connecting every unit properly can finish the learning efficiently. To learning efficiently means to get emergent properties. To get emergent properties needs to input sufficien twords. If the compilation of book conbines connectionism, it is good for students to build word net and to study efficiently.According to the connectionist models, this thesis will analyze the vocabulary in Boy a Chinese(elementary ⅠⅡ), Developing Chinese (elementary comprehensive course ⅠⅡ) and Experiencing Chinese (elementary ⅠⅡ). There are five chapters in the thesis.Chapter one is the introduction,which introduces objects, reasons, research on the status at home and abroad, research theory, research purpose and methods.Chapter two presents the distributed representation systems of the vocabulary in the three books. The distributed representation systems include form, phonology, semantic and word class. In form distributed representation system, the arrangement of the same Chinese character component family in Boya Chinese is better than the two other books, while the arrangement of the same word formation morpheme family in Developing Chinese is better than the two other books. In phonology and semantic distributed representation systems, the arrangement in Boya Chinese is better than the two other books. In word class distributed representation system, notional words are the main study goal, and most of the notional words are nouns and verbs.Chapter three analyzes the connection strength. A-class words and B-class words are the main words in the three boods. Only a few of C-class words and D-class words in the books. The arrangement accords with the requirements of the primary stage of vocabulary learning. The number of A-class words and B-class words in Developing Chinese and Experiencing Chinese are smaller than the number in Boya Chinese, so the arrangement in Boya Chinese is better. But the connections between book-A and book-B in Developing Chinese and Experiencing Chinese are better.Chapter four analyzes the condition of emergent properties. The words number in Developing Chinese is better, wihle the arrangement of the number in every lessons in Boya Chinese is better. The incidental vocabulary in Experiencing Chinese is better, but the incidental vocabulary’s connection between book-A and book-B and the presentation in Boya Chinese is better.Chapter five are some suggestions. Features of form, phonology, semantic and word class can be considered into the compiling of TCFL textbooks. Articles can be divided into different kinds of tyles to build words net. Vocabulary in the book should satisfy the learning needs and input gradually. Vocabulary can be appeared in both text and exercises and pictures are welcomed in the books.