| Vocabulary plays an important role in foreign language teaching and acquisition,and is also an important component of syllabus and textbook compilation.Emphasis on lexical function has gradually become a research paradigm under the influence of Functional Grammar Theory.In real communication context,it is the semantic and pragmatic functions of words that change the speaker?s cognition and behaviors.From a new point of view,combined with corpus analysis,this study uses semantic prosody research to compare the vocabulary in five textbooks of New Senior English for China(revised in 2019)and the vocabulary in the native language corpus(Corpus of Contemporary American English).On the one hand,it responds to the requirements of the curriculum reform on the revision and updating of the textbook,on the other hand,it breaks the tradition language rules,and provides an in-depth understanding of language faculty.This study reviews the literature on the breadth,depth,grammatical paradigms and semantic prosody of vocabulary knowledge,and explores the influence of vocabulary presentation in textbooks on vocabulary acquisition.By reviewing corpus related research,this paper summarizes scientific vocabulary research methods and reference indicators.Comparing the reference word list of COCA and using the three corpora processing tools: Ant Conc 3.4,RANGE and Tree Tagger,this study analyzes the self-built vocabulary corpus New Senior English for China Vocabulary Corpus(NSECVC)with a total of 160000 words.From the coverage rate of the two corpora and the interpretation rate of homonyms,the depth and breadth of vocabulary in the textbooks can be seen;from the collocation of “HAPPEN”,the semantic prosody of vocabulary can be observed;from the total input of vocabulary,the difficulty and richness of vocabulary,the recurrence rate and distribution range of key vocabulary and grammar paradigm,the selection and arrangement of vocabulary is discussed.The research findings of this study are as follows: 1)the presentation of vocabulary knowledge in five textbooks is not comprehensive enough,which is reflected in the low embodiment rate of the breadth and depth of vocabulary and the difficulty of non-presented vocabulary is high.2)As for the selection and arrangement of vocabulary content,the total amount of vocabulary input increased gradually.However,the difficulty and richness of vocabulary do not conform to the changing rule from easy to difficult.Moreover,the repetition rate of key words and grammatical paradigms in textbooks is low,so it is still necessary to arrange the repetition position reasonably.3)There are some differences between the usage of semantic prosody and native speakers.These differences reflect the influence of mother tongue training transfer and grammatical construction.This study attempts to provide suggestions for textbook compilers,vocabulary teaching suggestions for teachers,and corpus support for corpus researches.Textbook compilers can improve the embodiment rate of vocabulary and semantics by supplementing vocabulary capacity or integrating and modifying existing textbooks.Teachers can supplement the same vocabulary family,encourage students to explore grammar paradigm through data-driven learning,and form the awareness of typical collocations.With the new textbooks of PEP being put into use,the capacity of researcher self-built corpus will continue to expand;corpus at home or corpus abroad can also be combined with researcher self built corpus to expand the capacity and enrich research materials. |
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