本文是一篇英語教學論文，目前的研究基本上是材料評價。根據《國家英語課程標準》（2017年版）提出的詞匯學習和教學要求，對NSE詞匯活動中涉及的詞匯知識、接受性和生產性詞匯使用進行了調查。通過回顧詞匯知識的基本理論假設，勾勒出幾種詞匯知識模型并進行比較。本文還簡要回顧了前人對教科書詞匯的研究，為本研究提供了方法論上的參考。實際評估的目的是回答以下三個研究問題：1）NSE詞匯活動涉及哪些詞匯知識（形式/意義/使用）？2） 在NSE詞匯活動中，接受性和產出性詞匯使用的特點是什么？3） 詞匯活動設計在多大程度上滿足了《標準》中詞匯學習和教學的要求？
1.1 Background of the Research
Vocabulary is an indispensable part of language knowledge which is essential forlanguage comprehension and production. Wallace (1982, p. 9) notes that “there is asense that learning a foreign language is basically a matter of learning the vocabularyof that language.” This reflects that vocabulary knowledge is viewed as thefoundation of the development of language competence.
According to National English Curriculum Standards (2017 Edition) (theStandards for short) (Ministry of Education, 2018, p. 23), vocabulary learning is aprocess of long-term comprehensive practice and efficient accumulation. The generalgoal of the vocabulary learning and teaching for senior high school learners is toconcentrate on cultivating learners' lexical awareness in contexts, and broadenlearners’ vocabulary size through extensive reading, so as to improve their ability toaccurately understand and appropriately express meanings by using vocabulary(Ministry of Education, 2018, p. 21). Compared with the previous versions, morecomprehensive and detailed requirements on vocabulary learning and teaching are putforward in the Standards. Actually, three main differences are worth noticing. Firstly,although the total number of vocabulary remains nearly unchanged for learners to meet the academic evaluation criteria, a smaller vocabulary size is required forcompulsory courses while a larger one for selective compulsory courses. Secondly, awider range of vocabulary knowledge is provided. Besides pronunciation, spellingand the connection of the word meaning with its form, other vocabulary knowledge isstressed in the new Standards, such as the lexical roots and affixes and the rules onthe change of parts of speech of vocabulary items, the connotations and denotationsof specific words, the intentions and attitudes of speakers conveyed by specificvocabulary in contexts, the categories of vocabulary according to different themes,and the collocations and lexical chunks. Thirdly, receptive and productive vocabularyuse are further strengthened by stressing the conditions for vocabulary use like withthe help of dictionaries and other learning resources for compulsory courses and inmore complicated contexts, express... and describe... accurately and use wordsappropriately for selective compulsory ones and through the verbs in the descriptionof the requirements like to apply...to understand and express, to categorize words andto accumulate vocabulary chunks. The above revisions reflect a new balance ofvocabulary learning and teaching content, which optimizes learners' overalldevelopment of vocabulary breadth and depth.
1.2 Purpose & Significance of the Research
This study attempts to explore the vocabulary activity design in a set of Englishtextbooks of New Standard English (NSE) by Foreign Language Teaching andResearch Press, which are widely used by learners in senior high schools in China.Thus, the current research aims at evaluating how effective the vocabulary activitiesdesign can satisfy the requirements on vocabulary leaning and teaching set by the newstandards. The characteristics of vocabulary knowledge as well as receptive andproductive vocabulary use covered in the vocabulary activities of these textbooks willbe examined. And the requirements on vocabulary learning and teaching in theStandards will be used as criteria for the evaluation.
Actually, this study can be viewed as an indirect justification on the quality ofvocabulary activity design of such a popular set of textbooks and it is of greatsignificance against the background of the current materials reform. From atheoretical perspective, since this study is e