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Critical discourse analysis of English textbooks: a methodological study

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DOI: 10.23977/trance.2022.040202 | Downloads: 9 | Views: 196

Author(s)

Wenjing Zhang 1

Affiliation(s)

1 College of Education and Sports Sciences, Yangtze University, Jingzhou, Hubei 434023, China

Corresponding Author

Wenjing Zhang

ABSTRACT

Based on the connotation of critical discourse analysis, this paper examines the evaluation results and re establishes the theoretical framework applicable to the analysis of domestic English textbooks with the principle of critical discourse. The theoretical framework of this study first analyzes the linguistic strategies of textbook text presentation and confirms the category of epistemology; Secondly, through the summary, elaboration and structure analysis at all levels, different argumentation of textbook text is generated; Finally, Fairclough three-dimensional analysis is used to summarize. This study also cites two common categories of epistemology in English textbook texts as examples: multicultural perspective and communication ability to examine whether English textbooks have the discourse of actively presenting multiculturalism and emphasizing communication ability. This paper aims to provide a basis for English teachers' choice, use and insight into textbook ideology through textbook critical discussion, research integration and reconstruction of methodology.

KEYWORDS

Critical discourse analysis, Research methodology, Textbook research

CITE THIS PAPER

Wenjing Zhang, Critical discourse analysis of English textbooks: a methodological study. Transactions on Comparative Education (2022) Vol. 4: 10-16. DOI: http://dx.doi.org/10.23977/trance.2022.040202.

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