This study constitutes an exploration of the construction and application of the Singapore primary school Chinese textbookcorpus.It focuses mainly on three major objectives：a）the construction of a pedagogically tagged Singapore primary school Chinese textbook corpus；b）the utilization of the constructed primary school Chinese textbook corpus to conduct relevant research on language elements，explore the content and methodology of textbook corpus-aided primary school Chinese teaching；c）further undertake research on second language vocabulary acquisition in conjunction with teaching.

Constituting an important teaching resource and aid，textbook corpora play a significant role in aiding language teaching experts in the compilation of teaching syllabus，extraction of vocabulary table for teaching，and the provision of teaching reference materials.Nevertheless，textbook corpora are used mostly for indirect applications in the field of second language teaching.The application of textbook corpora to directly serve classroom teaching has yet to receive sufficient attention，especially in the field of Chinese language teaching.

Based onusage objectives，data sources and annotation methods，textbook corpora can be further divided into pedagogical corpora，textbook corpora and textbook-information databases，all of which vary widely in terms of usage.The textbook corpus constructed under this study can be directly applied to classroom teaching and textbook language research.While the development and application of this type of corpora remain in the infancy stage for non-Chinese languages，this study constitutes a first of its kind in the realm of Chinese language.

Textbook corporathat target classroom teaching and textbook language research are different from other corpora in terms of corpus selection and annotation，functional design and interface presentation.Complying with the basic principles and procedures of corpus development，the Singapore primary school Chinese textbook corpus further exhibited innovation and breakthroughs in the context of functional development and search software design.It achieved the extraction and computation of language information such as phonology，Chinese characters，vocabulary，collocation，etc and was able to address the demand for diverse，personalized and convenient teaching in relation to search method and interface design，thereby realizing the designated research objectives of this study.

This study makes reference to corpus-based and corpus-driven research models and utilizes the constructed textbook corpus to undertake a non-systemic statistical analysis of the language elements of Singapore primary school Chinese textbooks.Firstly，Claude Shannon's Information Theory（1951）is applied to undertake a more comprehensive analysis of the phonological load of Singapore primary school Chinese textbooks.Results indicate that the total load is unevenly distributed within the internal Chinese phonetic system-vowels have the highest phonological load，followed by consonants，with tones having the lowest phonological load.In terms of the average load of phonemes，tones command the highest phonological load，with a greater divergence in the phonological load of the internal subsystems of consonants，vowels and tones.The divergence in the usage frequency of phonetic elements and the internal configuration of phonetic systems is the main cause for the differences in Chinese phonological load.These preliminary conclusions are of reference value to the study and pedagogical research of Chinese phonetic acquisition.Secondly，this study uses statistical methods to undertake a comprehensive analysis of the vocabulary system of Singapore primary school Chinese textbooks，revealing a skewed distribution of Chinese word class in textbooks，including a significant difference in the recurrence rate of different word class as well as the internal recurrence rate within the same word class，and an abnormal distribution phenomenon of few high frequency words and numerous single frequency words.Textbook concurrence is not common，accounting for approximately 6%-10%.Concurrence occurs more between content words，with a close relationship between the number of syllables of multi-category wordsand word class.

In exploring the application of the Singapore primary school Chinese textbook corpus to the teaching of Chinese，reference is made in this study to Tim Johns’ data-driven learning theory（1991）.From the perspectives of the applicability of textbook corpus to different teaching stages and segments，and the combination of textbook corpus with internet multimedia technology，this study further sets out an in-depth discussion of the feasibility of the application of textbook corpus to Singapore primary school Chinese teaching and puts forward concrete methods and examples to further prove that based on pedagogical principles，textbook corpus can achieve an effect unmatched by printed textbooks in aiding classroom teaching.

This study uses the constructed textbook corpus to conduct research on vocabulary acquisition in conjunction with teaching.Through a small-scale comparative experiment on pedagogy，this study further illustrates that teaching pedagogy which utilizes textbook corpus-based vocabulary repetition has a positive effect in improving the effectiveness of vocabulary learning of students.

This study concludes with a summary of the research topic，including the research findings，and further points out existing inadequacies as well as the direction for further research.

Keywords：Singapore；primary school Chinese；textbook corpus；construction；application

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