本文是一篇英语论文，本研究从批评性话语分析的角度，结合主题词、索引、词汇聚类分析了人民教育出版社出版的四套高中英语教材中与角色形象相关的文本的具体内容和主题，历时37年，本研究还分析了五种话语策略（提名策略、预测策略、论证策略、视角策略和强度/限制策略）。
Chapter One Introduction
1.1 Research Background
China’s outline of the national education reform and development of long-termplanning programs(2010-2020)points out that the theme of the education reform anddevelopment strategy is quality education.Its core is to train what kind of people andhow to train people,improve students’sense of social responsibility to serve the countryand the people,the innovative spirit of exploration and the practical ability to solveproblems,adhere to building morality and cultivating people,and put moral educationfirst,integrate the socialist core value system into the whole process of nationaleducation.In order to achieve this goal,curriculum ideological and political educationcame into being.As the basis of education and teaching,textbooks shoulder the importanttask of realizing the training objectives and embody the value system of a country and anation and are the most authoritative and far-reaching texts(Wu,2021).The valueposition and station selection embodied in the textbooks are directly related to the coreissues of“for whom to train people”,“what kind of people to train”and“how to trainpeople”.Shi and Shi(2012)believed that the textbooks have instructive characteristics,convince and shape students with the content of the textbooks,and make students acceptthe mainstream beliefs and values.At the forefront of ideological and cultural exchanges,English textbook have its particularity.English textbooks should not only impartlanguage knowledge and skills to learners but also become a source for learners to acceptsocial norms and ideas(Zhao&Huang,2021).The English Curriculum Standard forSenior High Schools(published in 2017,revised in 2020)issued by the Ministry ofEducation clearly points out that the English curriculum for senior high schools has animportant educational function,and it is necessary to take the development of students‘core English literacy and the implementation of morality and talent as the fundamentaltask.
1.2 Objective and Significance of the Thesis
There are three main objectives for this thesis,which are corresponding to the threeresearch questions of this study.
Firstly,in terms of the research objects,this thesis focuses on the reading texts thatdescribe role models in PEP senior high school English textbooks and explores the typesof role models in the texts.
As an important part of foreign language teaching,senior high school Englishtextbooks not only cultivate students’language skills but also have important educationalfunctions.As the most authoritative and widely used senior high school Englishtextbooks in China,PEP senior high school English textbooks have a far-reaching impacton the formation of students’values and have very important research value.CDAmainly clarifies the internal relationship between the discourse and the ideology,cultureand other factors behind the discourse through the analysis of the discourse,so as toexplain the consciousness and cultural form behind the discourse(Wodak&Meyer,2009),as an educational discourse,the language in textbooks implies the mainstreamideology of society,which is suitable for the research category of CDA.Studies on CDA mostly focus on political discourse and media discourse,insufficient attention is paid tothe discourse research in textbooks.But some scholars at home have begun to studylanguage teaching from the perspective of CDA(Li,2005;Zhu,2001),and in recentyears,foreign scholars’research on language textbooks from the perspective of CDA hasalso shown an upward trend(Babaii&Sheikhi,2017).Therefore,this thesis discussesthe types of role models in PEP senior high school English textbooks from theperspective of CDA,which will help to enrich the genre characteristics of CDA research.
Chapter Two Literature Review
2.1 Previous Studies on Critical Discourse Analysis
This section is divided into two parts.The first part briefly introduces CDA,whichintroduces the principle and development of CDA first.And then summarizes andanalyzes the applications of CDA in previous studies both at home and abroad.Thesecond part briefly introduces the theory of DHA,which includes the research methodsand development of DHA.The summary of the applications of DHA in practical researchabroad and at home is also presented in this part.
2.1.1 Development and applications of CDA
As a method of language research,discourse analysis is widely used in all kinds oftexts analysis.Fairclough(1992)believes that discourse analysis is an analysis of theorganization and the use characteristics of the language in use.Through this analysis,itsrestrictive factors can be revealed from the communicative function of language and thecognition of users.As an interdisciplinary theory,CDA focuses on the relationshipbetween language and power,ideology and society.Since its birth,CDA has provided anew method and perspective for discourse research,because what it returns is not onlythe description of discourse but also the interpretation of the dissemination of ideologywithin the discourse and its legalization from the social dimension(Fairclough,1993).Inthe research of CDA,scholars pay more attention to the ideology behind the informationconveyed by the discourse.CDA is not a purely descriptive form of language research.The purpose of CDA is to explain the ideology behind the discourse.Just knowing whathappened is not enough,the social reasons are also very important.This makes the ultimate goal of CDA is to reveal the unequal social or political problems behind thediscourse,so as to present some facts on social and political problems.
2.2 Precious Studies on Foreign Language Textbooks
This section includes two parts,the first part gives the definition of the textbook for this study from different perspectives,and the texts chosen for this study and thetextbook mentioned in this thesis are all based on this definition.The second part brieflyintroduces the previous study on foreign language textbooks which helps us find theperspective of this study.All these two parts in this section help us understand theimportance and significance of this study.
2.2.1 Definition of textbook
The definition of the textbook can be carried out from two aspects:the narrow senseand the broad sense.Textbooks in the narrow sense usually refer to the“textbooks”weuse in the classroom(Cheng,2002),while textbooks in the broad sense include allteaching materials used by teachers and students inside and outside the classroom.Allmaterials that help learners increase knowledge or develop skills can be called textbooks.For example,textbooks,exercise books,activity books,storybooks,supplementaryexercises,self-study manuals,audiotapes,videotapes,CDs,and teaching materials,ofcourse,they also include teaching materials written or designed by teachers themselves(Cheng,2002).Cihai pointed out that textbooks are prepared for students and teachers touse in the classroom.The new curriculum standard defines textbooks as“importantmaterials and means to achieve teaching objectives”.The textbooks mentioned in thispaper are defined from a narrow perspective.
Chapter Three Theoretical Framework and Methodology.............23
3.1 Theoretical Framework...............................23
3.1.1 Specific contents and the themes....................................23
3.1.2 Discursive strategies...........................24
Chapter Four Findings and Discussion............................31
4.1 Content and Theme of Role Models in Textbooks......................................31
4.1.1 Distribution of the cultural circle of Role Models in textbooks.......32
4.1.2 Distribution of the gender of Role Models in textbooks..................34
Chapter Five Conclusion.....................................57
5.1 Major Findings............................57
5.2 Implications.......................................62
Chapter Four Findings and Discussion
4.1 Content and Theme of Role Models in Textbooks
This section presented the content and theme of role models in textbooks from 4perspectives.The first part presents the information of role models’distribution of theEnglish cultural circle which helps us get information of the nationality of role models.
The second part studies the gender of role models in textbooks.The third part analyzesthe image of role models in textbooks through the distribution of role models’occupations.The moral value of role models is shown at the last part by combing thedistribution of the theme of the texts related to role models in 4 sets of textbooks.The number of role models was obtained by searching the 51 texts.The reason whythe number of discourses is inconsistent with the number of role models is that more thanone image of role models appears in the same text in some discourses.For example,LangPing and Michael Jordan appear in the Living Legends in the version of the 2019textbook with the way of combining in the same text.At the same time,there is also thekind of role model that appears in two or more texts.For example,Martin Luther King(1)and Martin Luther King(2)from the version of 1995 are described in different texts.Inaddition,there are some role models’information is not clear,so they are not included in the statistics.Based on these data,this part will explore the specific contents and themesof role models in the four sets of English textbooks.
Chapter Five Conclusion
5.1 Major Findings
Discourse reflects the social structure,through the interpretation of discourse inEnglish textbooks,we can reveal the use of rights by discourse producers.Wang(2019)believes that traditional textbook research lacks in-depth meaning analysis of texts intextbooks and is divorced from the social context of the texts production anddissemination in textbooks,while CDA provides a new perspective and path for textbookresearch and promotes the discourse turn of textbook research.Based on this,from theperspective of CDA,this study combines the subject words,indexes,the word clusteranalyzes the specific contents and themes of the texts related to the image of role modelsin four sets of senior high school English textbooks published by the people’s educationpress spanning 37 years,the five discourse strategies(nomination strategy,predictionstrategy,argument strategy,perspective strategy,and intensity/limitation strategy)arealso analyzed in this study.
Firstly,this paper analyzes the specific content and theme of the texts on the imageof role models in the four sets of textbooks and makes a statistical analysis from thenationality,gender,occupation,and also the moral value reflected in the texts on theimage of role models.The study found that in terms of the gender of role models,theproportion of female role models in the first three versions of English textbooks(the1981 edition,the 1995 edition,and the 2007 edition)is much lower than that of male rolemodels,which shows that male elite still occupies an absolute advantage in all fields,both in English culture and local culture.This is related to the stereotype of women andgender discrimination at that time.However,with the development of the times,theeducation level of females becomes higher and higher.The equal rights movement andthe progress of science and technology have liberated women from housework.
reference(omitted)