A Corpus-Based Comparative Study Of Interdisciplinary Content And Keywords In High School English Textbooks Of The 07 And 19 Editions From The People’s Education

This study builds a corpus based on two versions of High School English textbooks published by the People’s Education Press(PEP)in 07 and 19.Guided by the CLI teaching theory,this study quotes Sinclair’s extended meaning unit model as the analytical framework to compare and analyze the content of geography and biology in the two high school English textbooks by PEP and the subject keywords in the corpus.This study includes three questions:(1)What are the features of interdisciplinary coverage,subject categories,subject balance,subject diversity,and subject distribution of high school English textbooks in the 07 and 19 editions of the PEP?(2)What are the characteristics of the TTR and keyword extraction in the self-built corpus of two versions of high school English textbook with Lancsbox software in the subject keyword analysis?(3)What similarities and differences can be found by using the extended unit of meaning model to analyze the collocation indexrows and semantic prosody of interdisciplinary node words in the two versions of textbooks?The conclusions are as follows:(1)The interdisciplinary categories of both versions of the textbook are relatively complete,but the subject coverage rate of the PEP 07 textbook is higher.From the perspective of the subject categories of unit themes,the proportion of humanities and sciences in the PEP 07 textbook is more balanced;However,from the perspective of various disciplines in the unit theme,the PEP 19 textbook has better discipline balance.The PEP 19 textbook includes more interdisciplinary units and better disciplinary diversity.(2)PEP 07 textbook features a higher TTR,emphasizing the richness of vocabulary,reflecting higher vocabulary density in average lessons.The PEP 19 textbook features more categories,offering a larger vocabulary and reading texts.(3)With the help of KWIC,and Whelk in Lancsbox,keywords of geography,and biology are retrieved and classified.Semantic prosody analysis are made on “China”,“Canada”,“wildlife”.The PEP 19 textbook are found to show “China” with a positive semantic prosody,emphasizing the dissemination of Chinese culture.This allows students to have a deeper understanding Chinese culture,geography,and national conditions,cultivates a strong sense of national pride.The index lines of the subject keyword “Canada” often present neutral semantic prosodys,which is in line with the emphasis placed on describing natural things in geography and explaining the actual situation of geography in reality.In the text with the keyword “wildlife”,The PEP 19 textbook provides a richer description of biological species,helping students develop the concept of protecting species and their homes.However,these same node words in the The PEP 07 textbook all present neutral semantic prosodys.Based on these findings,suggestions are made as follows: text editors should consider interdisciplinary aspects in the selection of textbook themes and content compilation process,which can explore a topic from multiple perspectives and provide students with more perspectives and insights,so as to achieve a balanced distribution of arts and sciences across disciplines.It can also strengthen students the input of Chinese cultural connotations,disseminating the essence of traditional culture and cultivate students’ ability to tell good stories about China.The text presents various types of semantic prosodys,allowing students to experience rich emotional expression and feelings,and understand how to express their opinions and emotional attitudes.Under the guidance of CLI theory,teachers integrate other subjects while teaching English,achieving a greater overall learning effect than individual learning of English.