Contrastive Analysis Of Ecological Texts In Language Textbooks For Primary Schools In China And The United States

At the present time,elementary language education plays an important role in the world.It has a huge number of learners,takes much class time and has a great deal of content.Many countries input important values for children in language education.In recent years,when ecological issues become so important,they naturally are included in language education at elementary level.The researcher finds that both American and Chinese language textbooks have almost half their texts related to ecological issues.It means that both countries place a high value on such issues.Although ecological issues are so important in language education at the elementary level,researchers were not aware of their importance previously,and the scarcity of literature in this area is probably caused by the lack of theoretical frameworks and research methods.In this study,the researcher searched in the field of ecolinguistics for ecosophy,theoretical frameworks and research methods.Guided by harmonious ecosophy and armed with the theoretical frameworks of functional grammar and ecological discourse analysis approach,this study undertakes a text analysis of ecological texts in Chinese and American language textbooks from the first year to the third year at the primary school level.All the animal texts in the ecological texts are coded and calculated in terms of animal representation to present a whole picture.Two typical ecological texts are chosen from the textbooks of the two countries and analyzed from the perspective of clause representation,the narration structure,the use of verbs and pronouns and the cultural background behind the text.After comparing the ecological texts,the researcher explores the similarities and differences between the two countries in their representation of nature.In the ecological texts of both China and the US,half the texts are about animals.As for the animal texts,American and Chinese texts have similar and different ways of presentation.In the texts,when animals are described,many material,mental and verbal processes are used in the clauses,and both textbooks use these personification devices to shorten the distance between men and animals,and to make children feel close to them.This approach will be beneficial for future animal protection in the world in the long run.Nevertheless,in the American texts,animals often have individual names and they are referred to as "he" and "she" in the pronouns.The animals are thus even more human than those in the Chinese texts.The texts in the two textbooks also reflect cultures in their own countries.Animals in American textbooks are more likely to show individualist values while in Chinese textbooks animals seem to cherish collectivist values.In Chinese ecological texts,we develop knowledge and positive attitudes towards animals whereas American texts encourage their children to participate in environmental protection.The researcher believes that Chinese textbook writers may also adopt this action orientation and encourage children to participate in environmental protection.