基于课标和高频词的新高中英语词汇研究

论文摘要

本文旨在以课程标准词汇和常用词为切入点,通过对《普通高中英语课程标准》、《福建省英语考试说明》及人教版和北师大版高中英语教科书的词汇研究,调查课程标准词汇和常用词的分布情况及其一致性;试图以真实的数据帮助广大一线中学英语教师解决关于教材、考试说明及课程标准中词汇方面的困惑,为教师创造性地使用教材提供帮助,对课标制定者、教材编写者、高考命题者提供借鉴作用。随着词汇研究和教材评估的深入,这一研究将受到更加广泛的关注。本研究用5个词频表进行比对。结果显示,达到课标7级毕业水平的学生应掌握2531个最常用词,具有高考升学愿望的学生还应再掌握834个通用学术词汇,两项共计3365个词。然而,无论是《英语课程标准》、《福建省英语考试说明》,还是人教版和北师大版教材,学术词汇均严重不足；三者在课标词、常用词的选择上也存在着很大的差异,这说明课标未能发挥其权威文本的作用。研究还表明,人教版教材总体词汇要求略高于北师大版教材,北师大版教材词汇编排更贴近课标精神,但二者具有很大的互补性本研究采用了定量研究的方法,并应用计算机软件辅助统计分析。研究成果对于我省高中英语新课程改革有积极的理论意义和实践价值。

论文目录

• 中文摘要
• Abstract
• 中文文摘
• Synopsis
• Chapter One Introduction
• 1.1 Background of the study
• 1.2. An overview of NSECS
• 1.2.1 The concepts and structures of NSECS
• 1.2.2 The guiding functions of NSECS
• 1.2.3 The diversity of teaching materials under NSECS
• 1.3 PEP version vs BNUP version
• 1.3.1 Characteristics of two versions of textbooks
• 1.3.2 The significance of the textbooks evaluation
• 1.4. The status of lexicon in foreign language learning
• 1.5 Rationale for the research
• 1.6 Research questions
• 1.7 The outline of the thesis
• Chapter Two Literature Review
• 2.1 Foreign research on word frequency
• 2.1.1 Studies on the efficacy of word cards/word lists
• 2.1.2 Studies on word frequency
• 2.1.2.1 The 2,000-word threshold
• 2.1.2.2 The 3,000-word threshold
• 2.1.3 Three general influential frequency lists
• 2.1.3.1 The British National Corpus
• 2.1.3.2 The Brown Corpus
• 2.1.3.3 The General Service List
• 2.1.4 Two influential academic word lists
• 2.1.4.1 The UWL
• 2.1.4.2 The AWL
• 2.1.5 Summary
• 2.2 Domestic research on word frequency
• 2.2.1 Review of papers from CNKI
• 2.2.2 Information from other sources
• 2.2.3 Summary and research questions
• Chapter Three An Empirical Study
• 3.1 Research design
• 3.1.1 Nature of the design
• 3.1.2 Research materials
• 3.1.2.1 The word list of the NSECS
• 3.1.2.2 The word lists of the two text book versions
• 3.1.2.3 Word frequency lists
• 3.1.2.4 NMET specification manual
• 3.2 Data preparation and analysis
• 3.2.1 Setting up norms
• 3.2.1.1 Reasons for the incorporation of various frequency word lists
• 3.2.1.2 The primary vocabulary for Chinese senior students
• 3.2.1.3 The academic vocabulary for Chinese senior students
• 3.2.1.4 The basic vocabulary size for Chinese senior students
• 3.2.2 Statistical techniques
• 3.3 Data collection
• Chapter Four Results for the Empirical Study
• 4.1 The primary and academic words for senior students
• 4.1.1 The primary vocabulary size for graduation level
• 4.1.2 The correlation of Level 1 and NL7, Level 2 and NL8
• 4.2 Word frequency distribution characteristics of the NSECS
• 4.3 Quantitative results about NMET Specification Manual
• 4.3.1 Word frequency and vocabulary distribution
• 4.3.2 Lexical compatibility degree
• 4.4 Quantitative results about the lexical distribution
• 4.4.1 Vocabulary size, and words within and beyond the NSECS
• 4.4.2 A general lexical distribution of NL7 and NL8 in two versions
• 4.4.3 A word frequency distribution of two textbook versions
• 4.4.4 Words in NL7 and NL8 and high frequency counts
• 4.5 Summary
• Chapter Five Conclusions
• 5.1 Major findings
• 5.1.1 The threshold vocabulary for the Chinese senior students
• 5.1.2 Rational high frequency vocabulary of the NSECS
• 5.1.3 The irrational situation caused by the NMET
• 5.1.4 Characteristics of lexical distribution of two textbook versions
• 5.2 Pedagogical implications
• 5.2.1 Understanding of compatibility
• 5.2.2 Solution to the reality of incompatibility
• 5.2.3 Development of test and evaluation
• 5.2.4 Improvement of teaching materials
• 5.2.5 Promotion of vocabulary instruction
• 5.3 Limitations and suggestions
• References
• Acknowledgements