合作学习视域下中韩初一英语教材口语练习指令语对比研究——以中国外研社版教材和韩国YBM版教材为例

A Comparative Study of Speaking Instructions in English Textbooks for Grade 7 in China and South Korea from the Perspective of Cooperative Learning—Taking the Textbooks of Foreign Language Teaching and Research Press in China and the Textbooks of YBM in South Korea as Examples

摘要: 本文基于合作学习理论，采用语料库方法对比分析中国外研社版与韩国YBM版初一英语教材口语练习指令语。研究发现：(1) 外研社版教材中合作学习指令语的显性占比显著更高；(2) 但两版本教材中合作学习核心术语的频次分布无统计学差异。这一矛盾源于指令设计策略的分歧：外研社版倾向分散式显性指令，而YBM版采用高密度整合指令。结果表明，两版教材均重视合作学习，但通过差异化编码策略实现目标，为教材任务设计优化提供实证依据。

Abstract: This study, grounded in cooperative learning theory, employs a corpus-based approach to conduct a comparative analysis of oral exercise instructions in first-year junior high school English textbooks—the FLTRP edition and the YBM edition. The findings reveal that: (1) The FLTRP edition exhibits a significantly higher proportion of explicit cooperative learning instructions; (2) However, there is no statistically significant difference in the frequency distribution of core cooperative learning terminology between the two editions. This contradiction stems from divergent instructional design strategies: The FLTRP edition favors distributed explicit instructions, while the YBM edition employs high-density integrated instructions. The results indicate that both editions prioritize cooperative learning, yet achieve this goal through differentiated instructional design strategies, providing empirical evidence for optimizing task design in textbooks.