iReasearch学术科研网

摘要：Vocabulary researchers have established that multiple aspects of word knowledge need to be mastered in order for a learner to truly know a word. Teachers, however, seem to follow the commonsense view that equates learning words with learning meanings, and to mostly ignore other aspects of word knowledge. This study seeks to discover whether the same is true of textbooks. The vocabulary activities in nine General English textbooks at three proficiency levels were analysed and each activity's focus on one or more of nine aspects of vocabulary knowledge noted. The results show that a single aspect of vocabulary knowledge -- form and meaning -- receives by far the most attention in the textbooks at all three levels, while two other aspects -- grammatical functions and spoken form -- also receive attention. The other six aspects receive little or no attention. This study thus suggests that a more rounded view of vocabulary knowledge needs to be adopted by materials writers, and argues for an approach in which items are revisited regularly as different aspects of vocabulary knowledge are introduced. [Reprinted by permission of Sage Publications Ltd., copyright holder.]