本研究以内容分析法和语料库手段研究国外优秀英语教材词汇和语法的编写特点。以认知心理学的记忆理论和加工层次理论为基础，结合二语习得领域的最新研究成果，本文分析了美国和德国两套英语教材词汇和语法的布局、复现及练习方式。结果显示: 由于教材编写的基本理念以及目标群体的英语水平不同，两套教材在语言点所占比重以及词汇和语法的处理方式上均有差异。尽管如此，它们都提倡要将词汇与语法的学习融入有意义的语言交流中，在词汇和语法的布局及练习方式上充分考虑了学习者的情感和认知因素，重视培养学习者的自主学习意识和能力。

This study aims to explore the presentation and treatment of vocabulary and grammar in well-received English textbooks published in foreign countries． The textbooks used for this study are two sets of textbooks for general English published in America and Germany．A corpus was built and a computer program by C Language was written for the analysis of reiteration of vocabulary．Content analysis was used to find out the reiteration of grammar and the characteristics of the presentation of vocabulary and grammar and the design of exercises．The results show that the underlying theories of the textbooks ( Communicative Approach vs．Content and Language Integrated Learning) and the language proficiency of the targeted users lead to the differences． However，in spite of the differences，both textbooks advocate the learning of vocabulary and grammar in authentic communication．Besides，they both take into consideration the affective and cognitive factors of learners in the presentation of vocabulary and grammar and design of exercises and tasks．Finally，both endeavor to raise the awareness and improve the ability of learner autonomy．It is hoped that the study will give insights into the edition of English textbooks in China and treatment of vocabulary and grammar in college English class．