| The interpersonal meaning of reading texts in English textbooks reflects the humanity of the English subject,and the primary expression of this interpersonal meaning in the use of attitudinal resources.General Senior High School English Curriculum Standards(2017 edition)puts forward the concept of thematic contexts,which provides topics and contexts for English learning activities,including three themes: Man and Self,Man and Society,and Man and Nature.It can be seen from previous studies that the research results of English textbooks are vibrant.However,there are still some deficiencies in the research of attitudinal meaning in reading texts of textbooks,especially the research on the attitudinal resources combined with the thematic contexts.This research can provide teaching material analysis with a new perspective and deepen teachers’ understanding of the thematic meaning.Based on the Attitude system in Appraisal Theory,combined with the three thematic contexts,this study analyzed various attitudinal resources in the reading texts of senior high school English textbooks,including their types,distribution and realizations.The research corpus is selected from English(2019 edition),published by Foreign Language Teaching and Research Press(FLTRP).The selected corpus is annotated with by UAM Corpus Tool 3.3 to answer the following three questions:(1).What types of attitudinal resources are used in the reading texts of senior high school English textbooks?(2).In different thematic contexts(the thematic contexts of Man and Self,Man and Society,and Man and Nature),how are attitudinal resources distributed in the reading texts of senior high school English textbooks?(3).In different thematic contexts(the thematic contexts of Man and Self,Man and Society,and Man and Nature),how are attitudinal resources realized in the reading texts of English textbooks in senior high school?It is found that: Firstly,reading texts in English(2019 edition)contains abundant attitudinal resources,including affect,judgement,and appreciation which can be divided into 14 subtypes,among which the most frequently used attitudinal resources are affect resources.This has something to do with the emphasis on humanism in the English curriculum.Secondly,there are similarities and differences in the distribution of attitudinal resources in different thematic contexts.Among the three thematic contexts,affect resources occupy the largest proportion,and its subtypes,un/happiness occupies the largest part,while judgement resources occupy the minor proportion.Thirdly,attitudinal resources in the English(2019 edition)are mainly realized by verbs and adjectives.Judgement and appreciation are mainly realized by adjectives.For affect resources,most of the realizations are nouns and verbs.Different types of attitudinal resources have different high frequency words.This study can provide some implications for senior high school English reading teaching.Firstly,teachers can provide students with some expanded reading texts based on the thematic context of the unit and contain more attitudinal resources in the textbooks to help students explore the thematic meaning more accurately and comprehensively.Secondly,teachers can organize the Appraisal Theory into more acceptable content and help students identify and accumulate attitude resources.Students can use these attitude resources to express their attitudes and opinions more accurately. |
