本文是一篇英语论文范文，本研究采用UAM Corpus Tool 3.3语料分析工具对文本进行标注，并通过量化和质性分析，探讨教材语篇中的及物性系统分布特征和语篇所呈现的生态意义和价值取向。
CHAPTER I INTRODUCTION
1.1 Research Background
With the advancement of technology, as the standard of living for humanity significantly improves, issues such as ecosystem destruction, declining environmental quality, frequent natural disasters, and the widespread transmission of new viruses are increasingly prominent. Governments, environmentalists, scientists, and concerned citizens worldwide are increasingly raising questions about the foundation of industrial society due to unbalanced economic development, climate change, diminishing biodiversity, alienation from nature, and social disconnection. Events akin to a “natural response” are gradually making people aware of the urgency of the ecological crisis, leading countries to seek effective ways to address environmental issues. More and more people are calling for the consideration of deeper social and cultural factors, emphasizing that relying solely on technological means cannot solve various isolated problems; humanity needs to consider more profound social and cultural factors. Education, in turn, is one of the ways to convey ecological culture to society.
In order to better cultivate students’ ecological literacy, with the reform of the new curriculum, New Standard English textbook published by Foreign Language Teaching and Research Press (FLTRP) (2019 edition) is compiled according to the spirit of the 19th National Congress and the requirements of the General High School English Curriculum Standards (2017 Edition) issued by the Ministry of Education.
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1.2 The Purpose and Significance of the Research
Chinese scholars have been conducting research on the FLTRP high school English textbooks for nearly 20 years. In the early stages of research, the focus was primarily on in-depth analysis of the overall design of the textbooks. However, since 2012, there has been a noticeable upward trend in the research on FLTRP high school English textbooks. During this period, researchers’ attention has predominantly centered around English core literacy. Through in-depth analyses of individual textbook versions and comparative studies between two versions, they have explored various aspects of the textbooks, including the presentation of cultural content, the manifestation of cultural awareness, and insights into teaching. Researchers have also delved into the impact of reading materials on students’ cognitive abilities and the representation of learning strategies within the textbooks.
In recent years, with the continuous innovation in education and teaching theories, various supplementary materials have flooded the market, greatly enriching students’ choices, and making learning resources increasingly accessible to a growing number of learners. However, challenges such as disparities in textbook quality and difficulties in aligning textbooks with practical teaching scenarios have also emerged. In this context, scholars have made extensive attempts and research, ranging from evaluating criteria and methods for textbook analysis to selecting research perspectives. While there is research on this topic globally, most studies have focused on elementary and university-level textbooks, with relatively less in-depth research on English textbooks for the middle school level. Based on the analysis of previous research cases, The predominant focus on most studies of high school English textbooks has been on topics like the appraisal resources, positive discourse analysis, critical discourse analysis, and comparative analysis of textbooks.
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CHAPTER Ⅱ LITERATURE REVIEW
2.1 Definition of the Key Terms
英语论文怎么写
Explanations of relevant terms help in understanding the literature. In this study, several related concepts are elucidated. This chapter will provide clear definitions of the terms ecological discourse and discourse analysis, and review ecological discourse analysis on theoretical research and its applications in terms of literary discourse, news discourse, official discourse and English textbook discourse. At the same time, this study aims to uncover some gaps in the current research field.
2.1.1 Ecological Discourse
The term “discourse” in linguistics has been elucidated by various scholars. According to Halliday (1976), discourse is a variable-length constituent that can form a unified entity with its uniqueness. Cook (1989) offers a definition that characterizes discourse as a sequence of coherent and purposeful language units. Widdowson (1996) expands on this, defining it as language used orally or in written form to communicate practical meaning. Regardless of the specific definitions, there is a shared agreement that discourse, as a language unit, is syntactically structured, functions independently in communication, and invariably comprises one or more sentences or paragraphs.
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2.2 Ecological Discourse Analysis and its Theoretical Research
Ecological Discourse Analysis (EDA) plays a crucial role in ecological linguistics and serves as the primary analytical tool in this study, guided primarily by the “Halliday paradigm”. Through EDA, various theories and research methods are employed to conduct in-depth analyses of language, aiming to uncover the impact of language on ecosystems and the extent to which it supports the sustainable development of life relationships (Steffensen & Fill, 2014). Many ecological discourse analyses start with the criticism of current ecological issues, sharing a similar initial purpose with Critical Discourse Analysis (CDA). However, it is worth noting that EDA is not merely a straightforward application of CDA. It places a stronger emphasis on the term “ecological”, highlighting the mutual influence between society and the environment. It delves into how discourse reflects and constructs the close relationship between humans and the natural environment. In contrast, CDA is more focused on the “critical aspect”, aiming to reveal the constraints of language on ideology and the hidden power structures within discourse. The most significant difference between EDA and CDA is that CDA mainly focuses on human society, whereas EDA extends its research scope to the entire ecological environment, including humans and other non-human entities within the ecosystem (Huang & Zhao, 2019).
Through the methodology of EDA, scholars focus on judging the types of ecological discourses, ecological orientations, and the expressed ecological philosophies. By delving into the study of language and discourse, they aim to reveal the essence, causes, and impacts of ecological issues. At the current stage, EDA exhibits two prominent characteristics: a gradual increase in analytical pathways and a diversification of research objects.
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CHAPTER Ⅲ THEORETICAL FRAMEWORK .................................... 20
3.1 Ecosophy ........................................... 20
3.1.1 Ecosophy of Sttibe ............................. 20
3.1.2 Ecosophy under the Chinese Context ........................................ 23
CHAPTER Ⅳ METHODOLOGY ......................... 29
4.1 Research Questions ..................................... 29
4.2 Data Collection and Instrument ............................... 29
4.3 Research Procedures ................................... 31
CHAPTER Ⅴ RESULTS AND DISCUSSION ............................ 34
5.1 Distribution of Transitivity System in the Reading Texts ............... 34
5.1.1 Distribution of Processes ............................... 34
5.1.2 Distribution of Participants ....................................... 45
CHAPTER Ⅴ RESULTS AND DISCUSSION
5.1 Distribution of Transitivity System in the Reading Texts
Halliday (1994) acknowledges that the convergence of Participants, Process, and Circumstances occur, they create a structure that offers a framework for understanding the dynamics of what is happening. While this section will delineate how the transitivity system is employed in analyzing reading texts, only including Process and Participants.
5.1.1 Distribution of Processes
Based on the transitivity system, the selected reading texts with the theme of Human and Nature contain a total number of 1287 processes. The illustration of various process types and their corresponding results is shown in Table 5.1.
英语论文参考
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Chapter Ⅵ Conclusion
6.1 Major Findings
This study analyzed the reading discourse, transitivity features, discourse types, and ecosophy conveyed in the texts with the theme of Human and Nature in NSE published by FLTR. The following three findings are obtained:
The first research question concerns the distribution and implementation of the transitivity system. Across the entire transitivity system, Participants represent the largest share at 53.48%, followed by Processes at 46.52%. In the analyzed texts in New Standard English, the transitivity system includes six types of processes: material processes, relational processes, mental processes, behavioral processes, verbal processes, and existential processes. A significant portion of this system comprises behavioral processes, relational processes, and mental processes. Therefore, the realization of ecological significance is mostly conveyed through these processes.
Firstly, material processes are extensively prevalent throughout discourse, predominantly signifying heightened interactions between human and nature, with a greater presence of participants from the natural environment. Through material processes, students can enhance their judgment abilities and thereby choose or guide their actions.
Secondly, relational processes are widely distributed. This is because the selected textbook discourses contain factual and relational discourses. The former often consist of ecological knowledge, introducing various natural objects and phenomena as well as the relationships between human and nature along with their attributes or characteristics. This enriches students’ basic knowledge, enabling them to form an objective understanding of nature and accumulate natural knowledge.
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