译林版高中英语教材中词汇练习设计情况研究

A Study of the Design of Vocabulary Exercises in Yilin Press Senior English Textbooks

摘要: 词汇是英语学习的基础，而教材是教师进行词汇教学的主要资源，所以教材中词汇教学练习的设计情况对学生习得词汇以及发展语言能力有重要影响。本文以Nation的词汇知识框架为理论基础，结合《普通高中英语课程标准(2017年版2020年修订)》(简称《课标》)的要求对译林版高中英语必修及选修共7册教材中的词汇练习设计进行分析，发现教材涵盖了Nation词汇知识框架中词汇知识的所有九个方面，也基本符合《课标》掌握多种词汇知识的要求，但对词汇知识各个方面的关注程度存在显著差异。基于研究发现，本文建议教材编写者在设计教材词汇教学活动时优化练习结构，帮助学生建立起对词汇知识的全面认识；同时教师也应发挥中介作用，在教学中针对性补充缺失的词汇练习。

Abstract: Vocabulary constitutes the foundation of English learning, and textbooks serve as the primary re-source for teachers’ vocabulary teaching. Consequently, the design of vocabulary exercises in textbooks exerts a significant influence on students’ vocabulary acquisition and language competence development. Grounded in Nation’s Framework of Vocabulary Knowledge and the requirements of the General Senior High School English Curriculum Standards (2017 Edition, Revised in 2020) (hereinafter referred to as the Curriculum Standards), this study conducts a comprehensive analysis of the design of vocabulary exercises across seven volumes of the Yilin Press senior high school English textbooks, comprising both compulsory and elective series. The findings reveal that the textbooks encompass all nine dimensions of vocabulary knowledge in Nation’s framework, demonstrating a relatively comprehensive coverage of vocabulary competence. Furthermore, the design of vocabulary exercises generally conforms to the Curriculum Standards, which advocates for students’ mastery of comprehensive vocabulary knowledge. However, notable discrepancies exist in the attention devoted to various aspects of vocabulary knowledge, resulting in a marked imbalance in the distribution of vocabulary exercises. Based on these findings, this paper recommends that textbook compilers should optimize the exercise structure when designing vocabulary teaching activities to facilitate students’ comprehensive understanding of vocabulary knowledge. Simultaneously, teachers should assume a mediating role by supplementing missing vocabulary exercises in the teaching process.