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 2 YO U R

wo rd( s) , sentence( s) , question( s) ,
( ): quotations, dialog ues,
( 1) 11 , answ er( s ) , exer cises boo k, subject 43
task, r epo rt, outline,
diary , scho ol
learning ex perience
illness, home, house, band, musician, life, family,
( 2) 9 summer ho liday , jo urney to 26 hometown, jo b, brochure, work,
schoo l advertisement, co mputer , andro id

( 3) 31 partener ( s) , friend ( s) , teacher 53 classmate ( s) , gr oup, team

idea ( s) , cho ice, point of v iew,

( 4) , 1 plan 35 r easo n, imagination, sug gestion,
advice, opinions

52 24 157 63

( ) be ) ) ) visiting an int ernat ional school in Shanghai

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/ 0 ( cont ext ualized
language inst ruction) , ,

be , is EFL L arsen- Freeman ( 2005)
are 1 4 ,
be : ;
5 ( 11 72% : 01 34% ) be
, must, should, ought to ;
( 1) 137 be , , can, could, w ould, may,
imagine, pret end, as if , might ,
/ Now , imagi ne there has been a big 1 3
eart hquake. 0 ,
( 2) 60 is can, may, would, could, might, possible,
, t here i s a g rammar erro r sure should, may, possible
in. . . , below is a list , here i s an ex ample , 98 B 5,
w ho, w hich, w hat 15

( 3) 40 are ( w ord clust ers)
I magi ne t hat you are: :
) ) ) in H onst on, T exas, a city of A merica ( 1) you can/ may / w oul d/ mi ght ( do sth. )
) ) ) wit h t he do do and t ry t o help it ( 2) ( st h. ) m ay / can/ help you
) ) ) a student who is invited t o give a speech ( 3) see if yo u can ( help/ find) . . .
) ) ) going t o w rit e a lett er t o the President ( 4) ( yo u) may beg in like ( this)
or to someone w ho . . . ( 5) can y ou f ind ( sth. )
# 47 #
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) ( 1) read. . . and guess which of t he following
, is Brit ish English and which is American English
( 2) list en. . . and g uess t he nam e o f each
st udent. s count ry
( 1) , ( 3 ) look at the pict ure and g uess w hat
6 , has happened
20 ( 4) list en. . . and guess w hich m usic mat ch
w hich picture
: 20
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( t hink about . . . ) ,
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know , yo ur role in the dialo gue, t o w ho m you
show y our idea, when and w here t o ( do sth. ) , ,
w hat a dam does t o a river ,
( 2 ) ex perience, reasons, adiv ice,
impr ovement , qualit y
( 3 ) st h. w ort h saving , st h. mo st / least
usef ul/ dif ficult , list of real det ails, sb. w ho
gave best evidence EFL
( 4) w hether sb. sho uld do st h. , if China ,
should save cultural relics, if sb. is a great man EF L
( 1) , : ,

# 48 #
: [ 5 ] Krippendorff. I ntroduction to Par t I [ A ] . G.
[ 1] Conrad S. Cor pus L inguistics A ppr oach for Ger bner ( et al) . T he A naly sis of Communication
Discourse A naly sis [ J ] . A nnual Review of Content [ C ] . Jo hn W iley & So ns Inc. 1969.
A p p lied L inguistics . U SA: Cambridge U niv ersity 7) 9.
Pr ess. 2002. ( 22) : 75) 99. [ 6] K r athw ohl D R. A Revision of Bloom. s T axo no my:
[ 2] Ljung M . A S tud y of T EFL V ocabular y [ M ] . A n O ver view [ J] . T heor y into P ractice, 2002. 41
Sweden: Gr aphic Systems A B, Stockholm. 1990. ( 4) : 213.
[ 3] Biber D S. ( et. al) Rep r esenting L ang uage Use in [ 7] Dendr ino s B. T he EFL T ex tbook and I deology
the Univer sity : A naly sis of the T OEFL 2000 [ M ] . A thens- G reece: Inc. G rivas. 1992.
Sp oken and Wr itten A cademic L anguage Cor p us . 56 ) 57.
Pr inceton [ M ] . N J: ET S. 2004. [ 8] Biber D. Var iation acr oss Sp eech and Wr iting
[ 4] Hunston S. Cor p ora in A p p lied Linguistics [ M ] . [ M ]. Cambridg e: Cambridge U niversity
Cambr idge: Cambr idge U niv er sity Press. 2002. Press. 1988.
114) 116. ( : )

Corpus- based Analysis on EFL Textbooks

H E An- ping
( College of Foreign L anguage and Liter atur e, South China N ormal University , Guangz hou Guangdong 510631 , China)
Abstract: Using bot h met hods of cont ent analysis and corpus analysis helps us to ex plo re t he hidden
educational ideas and teaching o ut loo ks in the direct ing language in the senior high scho ol Eng lish
tex t boo ks bef ore and af t er the curriculum ref orm . By ret riev ing their salient lex ical and semant ic
pat t erns w hich w er e f urther associat ed w it h some m odern concept s in EF L educat ion, w e m ay
conclude so me specif ic direct ing language in the t ex t bo oks and f ind som e out st anding chang es in the
new t ext books, which involv es t he relat io nships betw een t ext books and learner s, m eaning ful cont ex ts
creat ing and learning mode improving.
Key words: co rpus; aid; English t ex t bo oks; basic educat ion

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( N o Child Lef t Behind , N CL B) , 2005 ) 2006
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