语言元功能视角下初中英语教材生态话语的历时对比研究——以“Xiwang”语篇为例

A Diachronic Comparative Study of Ecological Discourse in Junior High School English Textbooks from the Perspective of Language Metafunctions—A Case Study of the “Xiwang” Texts

摘要: 本研究以韩礼德系统功能语言学的三大元功能为框架，对译林出版社2012年版与2024年版八年级上册英语教材第5单元Reading大熊猫语篇“The Story of Xi Wang”和“Xiwang in Safe Hands”进行生态话语历时对比。研究发现，两版在三个维度呈系统性差异：概念功能上，新版明确将“the government”“scientists”列为动作者，旧版责任主体模糊；人际功能上，旧版以祈使语气与消极评价传递危机警示，新版用陈述语气并以积极评价收束；语篇功能上，旧版人类主位仅占5.3%，新版升至37.9%。变化共同指向叙事重心从“呈现问题”向“呈现问题与回应并重”演变。本研究为英语教材生态话语分析提供可操作路径。

Abstract: Using Halliday’s three metafunctions in systemic functional linguistics as the analytical framework, this study conducts a diachronic comparison of ecological discourse in the two giant panda texts “The Story of Xi Wang” and “Xiwang in Safe Hands” in the Reading section of Unit 5, Grade 8 (Volume 1) English textbooks (Yilin Press, 2012 vs. 2024). Findings reveal systematic differences in three dimensions between the two visions. At ideational level, the 2024 edition explicitly identifies “the government” and “scientists” as Actors, while the 2012 edition leaves responsible agents ambiguous. At interpersonal level, the 2012 edition conveys crisis warnings through imperative mood and negative appraisal, whereas the 2024 edition adopts declarative mood and closes with positive appraisals. At textual level, human-related themes account for only 5.3%; in the 2024 edition, they rise to 37.9%. Collectively, these changes indicate a shift in narrative focus from “problem presentation” to “a dual focus on problem presentation and response”. This study offers an operational framework for ecological discourse analysis of English teaching materials.