基于语料库的译林版高中英语教材语篇的文化内涵研究

A Corpus-Based Study of Cultural Connotations in Yilin Senior High English Textbooks

摘要: 2020年修订版的普通高中英语课程标准中指出，普通高中英语课程强调对学生语言能力、文化意识、思维品质学习能力的综合培养，具有工具性和人文性融合统一的特点。同时指出普通高中英语课程应发展学生的跨文化交流能力，树立正确的世界观、人生观和价值观。语言教材应全面落实英语学科核心素养的培养目标。语言教材是英语课程实施的重要载体。因此，教材对实现英语学科核心素养的培养目标有关键作用。本研究运用语料库研究方法，以译林版高中英语教材必修一至选择性必修三的48篇阅读语篇为初始样本，经文化主题筛选后纳入43篇，基于NSFLEP文化分类框架和Wmatrix7关键主题语义域数据，分析教材阅读语篇在“文化产品”“文化实践”“文化观点”三个维度上的配置特征和文化内容特征。探讨其语篇选择是否有利于培养学生的跨文化交流能力、语用能力。研究发现，教材“文化产品类”语篇占据数量最多，“文化观点类”语篇和“文化实践类”语篇居第二和第三位。“文化产品类”语篇为学生感知文化差异提供最直接、最感性的“入口”。“文化观点类”语篇有利于培养学生的思辨能力。“文化实践类”语篇有利于培养学生的语言交际能力和语用能力。

Abstract: The National English Curriculum Standards for General Senior High School (2020 revised edition) stipulates that the English curriculum should cultivate students’ language ability, cultural awareness, thinking capacity, and learning ability in an integrated manner, embodying the unity of instrumentality and humanity. It further requires that the curriculum develop students’ intercultural communicative competence and foster sound worldviews, life philosophies, and values. Language teaching materials should comprehensively implement the cultivation objectives of English subject core competencies. As a pivotal vehicle for curriculum implementation, textbooks play a critical role in achieving these educational objectives. Adopting a corpus-based approach, this study takes 48 reading passages from the Yilin Edition senior high school English textbooks (Compulsory 1 to Selective Compulsory 3) as its initial sample, retaining 43 after cultural-theme screening. Drawing on the NSFLEP cultural classification framework and key semantic domain data from Wmatrix7, it analyzes the distributional patterns and cultural content of these passages across three dimensions: cultural products, cultural practices, and cultural perspectives. The present study investigates whether the selection of texts in question is conducive to the development of students’ intercultural communicative competence and pragmatic competence. The findings reveal that “cultural products” texts are the most numerous, followed by “cultural perspectives” texts and “cultural practices” texts. “Cultural products” texts provide the most direct and perceptual entry point for students to perceive cultural differences. “Cultural perspectives” texts facilitate the cultivation of critical thinking. “Cultural practices” texts contribute to the development of students’ communicative and pragmatic competence.