本文以初级《中文天地》为出发点，重点从教材使用者的角度对词汇的选择，词汇量的控制，词汇部分的编排设计，词汇的释义方式合理程度等方面进行研究。 总结该教材在词汇编写方面的优缺点，关注美国威廉玛丽大学学生及教师对该教材词汇部分的满意程度，了解教材使用过程中学生视角观察到的问题及相应建议。本论文主要分为以下几个部分： 一是本研究相关背景介绍，主要包括第一至二章。第一章介绍了论文的选题缘由、研究意义、现状与理论和方法，本文将会重点采用问卷分析法与访谈法了解使用者的意见与看法。第二章介绍了教材概况。主要包括教材的简介，指导思想以及词汇编排情况。 二是词汇选编研究，主要包括第三至五章。该部分覆盖词汇选取，词汇补充，词汇量，词汇等级，词类等多个角度的研究。第三章主要主客观结合分析了该教材的词汇选取情况，教材词汇选取的优点是口语性较强，贴合生活，缺点是随意性较强，科学性不够。论文在对词汇选取综合考察与分析后，提出了删减意见，同时也列出了增加词备选表。第四章主要考察了该教材的词汇量、词汇等级分布及词类情况。该教材的核心词汇量较为合理，但总词汇量偏高，每课之间的词汇量浮动很大，缺乏稳定性与连贯性。词汇等级分布较为合理。词类分布也比较合理，但是一大问题是大陆地区与台湾地区对于词类划分不尽相同，值得引起编写者、使用者及研究者的格外关注。第五章为词汇编排考察。该教材最大的问题是编排体例不一，多位教材编者之间需加强沟通与合作。此外，研究发现，如关于词汇表的设计，无论是课文中出现的词，还是与之相关要补充学习的词，将重要的词放在核心词表，不太重要的词放在补充词表的方式在认知上更合理。针对一些特殊类别的词汇时需要更为灵活，更为多样化的差异化设计，如针对量词的处理等。 三是词汇释义研究，主要包括第六章。第五章为词汇释义考察，该教材词汇释义质量整体较高，但也存在释义不够当地化，不够精准等问题。 四是结语部分。介绍了本人对于本教材的综合评价、改编建议和关于本土化汉语教材设计的一些想法。本文的研究牵扯到了台湾与大陆词汇差异的问题，以及本土化词汇设计。总之，本研究试图为服务于美国大学生的汉语教材“水土不服”的问题提供建议，助力教材更好地服务于美国的汉语教学事业。

This article takes the beginner level as the starting point, from the perspective of the users of the textbook, focusing on the choice of vocabulary, the control of vocabulary amount, the layout of the vocabulary list, and the quality of translation. It summarizes the advantages and disadvantages of the textbook in terms of vocabulary writing, paying attention to the satisfaction of students and teachers about the vocabulary design at the University of William and Mary in the United States. It can help understand the problems and suggestions observed by the students who are using the materials. It will also provide some suggestions and ideas for the preparation of Chinese textbooks’ vocabulary design for American college students. This paper is divided into the following sections: The first part, comprised of the first and second chapter, is the background research. It introduces the reasons for the selection of the thesis, the research significance, the status quo, as well as theories and methods used in the study. This paper will focus on the use of questionnaire analysis and interviews to understand the opinions of users. On top of that, there is an overview of the book. It includes the introduction of teaching materials, guiding ideology and word compilation, helping readers to understand the teaching materials. The second part, comprised of the third to the fifth chapter, is the study of vocabulary selection. It covers multiple angles such as vocabulary selection, vocabulary addition, vocabulary level, and word class. The selection of the words and arrangement are closely related. The third chapter mainly analyzes the vocabulary selection of the textbook. The vocabulary of the textbook is more colloquial, but the selection seems arbitrary. Through the analysis and investigation of different categories of situations. The fourth chapter mainly examines the vocabulary, lexical level distribution of the textbook, and the part of speech of the words. The core vocabulary of the textbook is reasonable, but the total vocabulary amount is high, the vocabulary between each lesson fluctuates greatly, lacking stability and coherence. The vocabulary level distribution is more reasonable. Overall, the part of speech of the words is good, but a big problem is that the classification of part of speech in mainland China and Taiwan is not the same, which deserves attention. The fifth chapter is a review of the word compilation. The biggest problem with this textbook is that the layout is inconsistent. In addition, based on the study, as for the design of the vocabulary, whether it is the words appearing in the text or the words related to it, the important words should be placed in the core vocabulary, and the less important words should be placed in the supplementary vocabulary. The way is more cognitively reasonable. For some special categories of vocabulary, more flexible and more diverse differentiated designs, such as the treatment of quantifiers, are needed. The third part is the study of translation, comprised of the sixth chapter. The sixth chapter is the study of lexical interpretation. The quality of interpretation is high overall, but there are also problems such as insufficient localization and insufficient precision. The fourth part is the conclusion part. The conclusion part introduces my comprehensive evaluation of the textbook and suggestions for adaptation, as well as some ideas about the design of localized textbooks. The research in this paper involves the differences of the words use between Taiwan and the mainland, as well as localized vocabulary design. In short, this study attempts to provide suggestions for solving the problem of “not admitting” Chinese textbooks for American college students, and to help textbooks better serve the Chinese language teaching in the United States.