语料库辅助的教材话语分析路径——以大学英语教材为例

doi:10.3969/j.issn.1674-8921.2024.04.008

摘要/Abstract

摘要：

本文采用批评话语分析和语料库语言学相结合、定量和定性相结合的方法对比本土教材和全球教材,探讨大学英语教材中的文化内容表征问题,并从语域类型、语言特征等角度分析其对内容表征的影响,以此厘清不同社会文化背景和指导思想下的语言教材在结构特征和社会属性方面的差异。结果发现,本土教材在主题上体现了中国哲学思想中的关系性思维,并通过对话体裁和微观层面上的语言特征拉近和学习者的距离,帮助建构外语学习者的身份认同,从而实现语言材料在本土教材中的再语境化。另一方面,本土教材在题材、知识面、国际视角方面可以进一步拓展,在构建中国形象、讲好中国故事方面下功夫。本研究对新时代外语教材的编写、评估、改编具有借鉴意义。

关键词: 批评话语分析, 大学英语教材, 语料库

Abstract:

This paper adopts the methods of combining critical discourse analysis with corpus linguistics, quantitative and qualitative comparison between local textbooks and global textbooks, discusses cultural representation in College English textbooks, and analyzes its impact on cultural representation from the perspective of register type and language characteristics, so as to clarify the differences in structural features and social attributes of language textbooks under different social and cultural backgrounds and guiding ideology. The results show that the local materials reflect the relational thinking of Chinese philosophical thought in terms of subject matter and help to construct foreign language learners’ identities by bringing them closer to learners through dialogical genres and micro-level linguistic features, thereby recontextualizing the language materials in the local materials. On the other hand, local textbooks can be further expanded in terms of subject matter, knowledge, and international perspectives, and they also need to work on how to build China’s image and tell China’s story at the level of national consciousness. This study has implications for the writing, evaluation, and adaptation of foreign language textbooks in the new era.

Key words: critical discourse analysis, college English textbooks, corpus linguistics

中图分类号:

H319

潘承君. 语料库辅助的教材话语分析路径——以大学英语教材为例[J]. 当代外语研究, 2024, 24(4): 83-94.

PAN Chengjun. Corpus Assisted Approach to Discourse Analysis of Textbooks: A Case Study of College English Textbooks[J]. Contemporary Foreign Languages Studies, 2024, 24(4): 83-94.

图/表 7

表1

图1

图2

图3

表2

图4

表3

参考文献 35

[1]	Anderson B. 1991. Imagined Communities: Reflections on the Origin and Spread of Nationalism[M]. London: Verso.
[2]	Barrios M. L. & E. V. de Debat. 2008. Materials in Use in Argentina and the southern cone [A]. In B. Tomlinson(ed.). English Language Learning Materials: A Critical Review[C]. London: Continuum. 300-316.
[3]	Biber D. 1988. Variation across Speech and Writing[M]. Cambridge: Cambridge University Press.
[4]	Billig M. 1995. Banal Nationalism[M]. Thousand Oaks, CA: Sage.
[5]	Brezina V., P. Weill-Tessier& A. McEnery. 2020. #LancsBox.5.x.[J/OL]. [2023-11-08]. http://corpora.lancs.ac.uk/lancsbox.
[6]	Fowler R. 1996. Texts and Practices: Readings in Critical Discourse Analysis[M]. London: Routledge.
[7]	Gray J. 2010. The Construction of English: Culture, Consumerism, and Promotion in the ELT Global Coursebook[M]. New York: Palgrave Macmillan.
[8]	Halliday M. A. K. 1988. On the language of physical science [A]. In M. Ghadessy (ed.). Registers of Written English: Situational Factors and Linguistic Features[C]. London: Pinter. 162-178.
[9]	Harris Z. 1952. Discourse analysis[J]. Language (1): 1-30.
[10]	Hashimoto K. 2007. Japan’s language policy and the “lost decade” [A]. In A. B. M. Tsui & J. S. Tollefson (eds.). Language Policy, Culture and Identity in Asian Contexts[C]. Mahwah, NJ: Lawrence Erlbaum Associates. 25-36.
[11]	Hino N. 1988. Nationalism and English as an international language: The history of English textbooks in Japan[J]. World Englishes (3):309-314.
[12]	Hunt D. & K. Harvey. 2015. Health communication and corpus linguistics: using corpus tools to analyze eating disorder discourse online[A]. In P. Baker & T. McEnery (eds.). Corpora and Discourse Studies: Integrating Discourse and Corpora[C]. Hampshire: Palgrave Macmillan.134-154.
[13]	Keen S. 2006. A theory of narrative empathy[J]. Narrative (3): 207-236.
[14]	Lemke J. L. 1995. Textual Politics[M]. London: Taylor & Francis.
[15]	Liu. Y., L. J. Zhang & S. May. 2021. Dominance of Anglo-American cultural representations in university English textbooks in China:A corpus linguistics analysis [J]. Language, Culture and Curriculum (2):1-19.
[16]	Markus. H. R. & S.. Kitayama. 1991. Culture and the self-implications for cognition, emotion, and motivation[J]. Psychological Review 98(2):224-253.
[17]	Mckay. S. L. & W. D. Bokhorst-Heng. 2008. International English in its Sociolinguistic Contexts[M]. New York: Routledge.
[18]	Nini A. 2015. Multidimensional analysis tagger (Version 1.3)[J/OL].[2022-01-06]. http://sites.google.com/site/multidimensionaltagger
[19]	Oyserman. D. & S. W. Lee. 2008. Does culture influence what and how we think? Effects of priming individualism and collectivism[J]. Psychological Bulletin 134(2): 311-342. doi: 10.1037/0033-2909.134.2.311 pmid: 18298274
[20]	Rayson P. 2003. Matrix: A Statistical Method and Software Tool for Linguistic Analysis Through Corpus Comparison[D]. Unpublished Doctoral dissertation.
[21]	Tsui. A. B. & J. W. Tollefson. 2007. Language Policy, Culture, and Identity in Asian Contexts[M]. Mahwah, NJ:Lawrence Erlbaum Associates, Inc.
[22]	Wala D. 2003. A coursebook is what it is because of what it has to do: An editor’s perspective [A]. In B. Tomlinson (ed.). Developing Materials for Language Teaching[C]. London: Continuum. 58-71.
[23]	Weninger. C. & T. Kiss. 2015. Analyzing culture in foreign/second language textbooks: Methodological and conceptual issues [A]. In X.L.Curdt-Christiansen & C. Weninger(eds). Language, Ideology and Education[C]. New York: Routledge. 50-66.
[24]	Winterbottom A., H. L. Bekker. M. Conner, et al. 2008. Does narrative information bias individual’s decision making? A systematic review[J]. Social Science & Medicine (12):2079-2088.
[25]	Yim S. 2007. Globalization and language policy in South Korea[A]. In A. Tsui & J. W. Tollefson (eds.). Language Policy, Culture, and Identity in Asian Contexts [C]. New York: Routledge.37-53.
[26]	费孝通. 2003. 文化自觉的思想来源与现实意义[J]. 文史哲(3): 15-16.
[27]	黄建滨、于书林. 2009. 20世纪 90 年代以来我国大学英语教材研究:回顾与思考[J]. 外语界(6):77-83.
[28]	贾蕃. 2022. 中国外语教材评估研究30年(1990—2020):现状与展望[J]. 当代外语研究(1): 83-92. doi: 10.3969/j.issn.1674-8921.2022.01.006
[29]	江进林、许家金. 2015. 基于语料库的商务英语语域特征多维分析[J]. 外语教学与研究(2): 67-78.
[30]	金艳、揭薇、王伟. 2022. 大学英语四、六级考试与语言能力标准的对接研究[J]. 外语界(2):24-32.
[31]	潘峰、李鑫. 2017. 记者招待会汉英口译中的搭配、语义韵与意识形态研究[J]. 中国外语(6):90-95.
[32]	彭川. 2021. 《中国英语能力等级量表》与《欧洲语言共同参考框架》的级别对接研究——以写作能力为例[J]. 外语界 (5):84-93.
[33]	辛斌. 2016. 巴赫金学派的语言意识形态观和批评话语分析[J]. 外语学刊 (1):21-27.
[34]	杨枫. 2019. 高等外语教育的国家意识、跨学科精神及应用理念[J]. 当代外语研究(2): 1-4.
[35]	张文彤. 2017. SPSS 统计分析基础教程[M]. 北京: 高等教育出版社.

教材名称	出版社	年份	形符总数	总计
明德英语1	高教社	2021	12,169	41,312
新视野英语1	外研社	2017	12,898
阅读探索3	Cengage Learning	2020	16,245

word	%frequency in Ming De College English	%frequency in New Horizon	%frequency in Reading Explorer	%frequency in BNC(written texts only)	%frequency in BNC
you	1.22	1.14	0.20	0.45	0.68
we	0.65	0.61	0.38	0.27	0.35