An Analysis On The Senior High School English Textbooks Of FLTRP (2019 Edition) From The Perspective Of Ecolinguistics

In recent years,with the development of global integration,English education in China has paid more and more attention to cultivating students’ awareness of “human community with a shared future”.Globalization promotes the development of industrial civilization,but also exacerbates environmental problems.Therefore,the importance of ecological education is increasingly prominent.Teaching material is the embodiment of teaching concept,and its ecological value orientation affects the effect of ecological education.This study selects the revised senior high school English textbooks of FLTRP(2019 edition)as the research object,and explores how ecological literacy elements are reflected in the textbook.As ecolinguistics can provide theoretical support for exploring the relationship between language and ecology,many scholars have conducted discourse analysis based on this theory.However,relatively few studies combine ecolinguistics with textbook analysis.Under the guidance of Stibbe’s “Living!” ecosophy,we analyze the transitivity system of ecological discourses,also discuss the ecological characteristics and ecological literacy elements in the FLTRP(2019 edition)senior high school English textbooks.To achieve the above purposes,this research proposes three questions:(1)What are the transitivity process and participant distribution of transitivity system in the target texts?(2)Do the target texts contain beneficial,ambivalent and destructive discourses,and what kind of ecosophy is revealed?(3)Are the three types of discourses in the target texts beneficial to ecological literacy education?We find that:(1)The discourses of the target texts mostly consist of material,relational and mental processes that highlight actions,thoughts of individuals or present objective facts.The proportions of natural participants(non-human participants and physical factors)and non-natural participants(human participants and social factors)are similar,reflecting respect for life.(2)In the target texts,beneficial discourses rank first,accounting for 40.3%.And they convey ecosophy elements such as “valuing living”“well-being” and “care”.However,ambivalent discourses account for 37.8%,so teachers should pay attention to identify and appropriately delete them in teaching.(3)All of the three types of discourses play a role in ecological education to various degrees,and the elements of ecological literacy are distributed evenly throughout the target texts and teaching activities.Based on the research results,some suggestions are given for textbook compilation and English teaching: on one hand,ambivalent discourses in textbooks should be appropriately deleted or modified;on the other hand,teachers should keep pace with the times,cultivate ecological consciousness and use teaching materials from the ecological perspective.Besides,this research enriches the combination of ecolinguistics and textbook analysis,which can provide a new perspective for English teaching and textbook analysis in the future.