The Transition Of Vocabulary Between High School English Textbooks And College English Textbooks

Textbooks is the main tool for students to learn English and the primary source of language input, the study of learning vocabulary plays a vital role in the process of language input for learners. High school English and college English are two different learning stages. Guaranteeing the effective transition of vocabulary breadth and depth are the important steps and compiling textbooks which are consistent with students’ law of language acquisition are important steps for transiting stably from high school English to college English.This paper takes the pedagogical theory from the aspect of cognitive psychology as the theoretical foundations, using the computer software to calculate the relevant data. Through qualitative and quantitative methods, this paper makes an attempt to study the transition of vocabulary between high school English textbooks (Beijing Normal University Publication High school English Book compulsory1-5) and college English textbooks New Horizon College English book (Reading&Writing)1-4.In conclusion, the transition of vocabulary breadth has some problems:in the actual usage of textbooks, students learn many new words that also appear in high school English textbooks. From the repetition percentage of vocabulary, the transition of vocabulary breadth between high school English textbooks and college English textbooks does not conform to students’cognitive development. What’s more, on the transition of vocabulary depth, the following analysis shows that the vocabulary depth input between high school English textbooks and college English textbooks conforms to students’ cognitive development on the whole, but the vocabulary depth input is not enough for some specific words. Therefore, the transition of vocabulary breadth and depth between high school English textbooks and college English textbooks has both positive and negative sides.