Ecological discourse analysis in educational discourse from the transitivity perspective—Take the Seventh Grade textbook of People's Education Press as an example
及物性视角下教育语篇中的生态话语分析——以人教版七年级英语教材为例

摘要

在生态文明建设成为国家战略的背景下，英语教材对培养学生生态文明意识至关重要。本研究基于系统功能语言学及物性系统，以人教版（2024版）七年级英语教材为研究对象，对教材内容进行全面深入的生态话语解读。研究发现，物质、关系和心理过程占主导地位，涵盖有益性、中性和破坏性三类话语，侧重通过具体行为、事物关系和人物情感来培养学生的生态意识。在此基础上，本研究提出挖掘有益话语价值、转化中性话语视角等五条教学建议，为英语教学中的生态教育提供参考，助力提升学生生态意识。

Abstract

In the context of ecological civilization becoming a national strategy in China, English textbooks play a crucial role in fostering students’ ecological awareness. This study adopts the transitivity system from Systemic Functional Linguistics to examine the 2024 People’s Education Press (PEP) Grade 7 English textbook. Through a detailed ecological discourse analysis, the research finds that material, relational, and mental processes dominate the textbook’s content. These processes reflect three types of ecological discourse: beneficial, neutral, and destructive. The textbook primarily cultivates ecological awareness by depicting concrete actions, relationships between things, and characters’ emotions. Based on these findings, the study offers five teaching suggestions, including highlighting the value of beneficial discourse and reshaping the perspective of neutral discourse. These recommendations aim to support ecological education in English language teaching and enhance students’ ecological consciousness.