符号学视角下高中英语教材文化呈现研究

Representation of Cultures in English Textbooks Used in Senior High Schools:A Semiotic Approach

本研究从符号学视角出发,选取外研版高中英语教材为研究对象,聚焦教材中的图片,通过分析图文关系探讨该教材中的文化呈现。研究发现:在该教材的文化呈现中,共有四种图文关系,分别是指代关系、指代—教学关系、指代—教学—语言关系、指代—语言关系。这四种图文关系为学生深入思考、联想和探究文化内容以及教师更加合理地使用图片、更加有效地开展文化教学提供了参考框架。基于对教材的分析,本研究为教材使用和教材编写提出建议。

Informed by the semiotic approach, this study analyzed cultural representation by focusing on images in a series of English textbooks used in senior high schools published by Foreign Language Teaching and Research Press. Findings show that this series of textbooks contain four kinds of image-text relations: denotational, denotational-pedagogic, denotational-pedagogic-linguistic, and denotational-linguistic. These four image-text relations provide a reference framework for students to think deeply about the cultural representation, associate and explore cultural representation. Meanwhile, they help teachers use images more properly and teach culture more effectively. Based on the findings, suggestions for English as a foreign language(EFL) textbook writers and EFL teachers are provided.