Designing values in English as a foreign language textbooks. A social semiotic approach.

Autor/inn/en	Xiong, Tao; Hu, Guangwei
Titel	Designing values in English as a foreign language textbooks. A social semiotic approach.
Quelle	Aus: Xiong, Tao (Hrsg.); Feng, Dezheng (Hrsg.); Hu, Guangwei (Hrsg.): Cultural knowledge and values in English language teaching materials. (Multimodal) representations and stakeholders. Singapore: Springer (2022) S. 41-61 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 58-60
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-981-19-1934-3; 978-981-19-1935-0
DOI	10.1007/978-981-19-1935-0_3
Schlagwörter	Schulbuch; Englischunterricht; Moral; Wert; China
Abstract	The inculcation of social, cultural, and moral values in English language teaching (ELT) has received growing scholarly attention (Hall, 2010; Johnston, 2003; Lee, 2014; Rascón-Moreno, 2014; Widodo et al., 2018) since ELT is becoming increasingly global. Combining theoretical insights into value and morality in ELT (Johnston, 2003), evaluation in language (Thompson & Hunston, 2001), and multimodal critical discourse analysis (Ledin & Machin, 2018; Van Leeuwen, 2008), this study uses the social value of benevolence in an English as a foreign language textbook series published in China as an example to illustrate how an integrated approach can throw light on the construction of values in ELT textbooks. Our analysis reveals that (1) the Problem-Solution discourse pattern, realized in different forms along the story-event continuum, is an important mediator of values; (2) values in the textbook tend to be conveyed implicitly rather than explicitly and are invoked by lexical signals such as "help" with semantic prosodies such as comparison and goal achievement; and (3) visual resources, especially positive facial expressions, play an important role in the multimodal construction of values. Further examination of the related pedagogical activities suggests that most of the visual elements are used for the purpose of enhancing the texts and activities and that only a few are designed to engage the learners in reflective thinking and action on concerned values. This chapter ends with theoretical and practical implications on material development and pedagogy.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2024/1