An ecolinguistic analysis of German textbooks used in Chinese universities: Environmental content and ecological view

• Mou, Yiwu ^[1] ; Wu, Yun ^[1]
  1. [1] Tongji University

     Tongji University

     China

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. Extra 8, 2023 (Ejemplar dedicado a: Teaching and Learning European Languages in Chinese Universities), págs. 27-43
• Idioma: inglés
• DOI: 10.30827/portalin.viVIII.29203
• Títulos paralelos:
  • Análisis de los manuales de alemán en las universidades chinas: Contenido medioambiental y perspectivas ecológicas
• Enlaces
  • Texto completo (pdf)
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• Resumen
  • español

    El alemán es una lengua extranjera clave que estudian los universitarios chinos, y los manuales de alemán se han convertido en un importante recurso que influye en la conciencia medioambiental de estos alumnos. Este estudio utiliza la transitividad como marco teórico para explorar las características de transitividad y las perspectivas ecológicas del contenido medioambiental de los manuales de alemán de las universidades chinas. Los resultados muestran que el uso del modelo de transitividad para los contenidos medioambientales es muy desigual; predominan las perspectivas ecológicamente beneficiosas para animar a los alumnos a proteger la naturaleza. Sin embargo, no se abordan suficientemente los valores políticos y culturales que subyacen a la destrucción de la naturaleza por los seres humanos. Este documento ofrece sugerencias al respecto para los autores de manuales y los profesores de la asignatura.

  • English

    German is offered to students as one of the leading foreign languages in Chi-nese universities, and German language textbooks are an important resource to influence these students’ environmental awareness. Taking transitivity as a theoretical framework, the present research was conducted to explore the transitivity features and ecological view of the environmental content in German language textbooks used in Chinese universities. The results show that transitivity patterns were significantly unbalanced in the environmental content, and an eco-beneficial view dominated to actively encourage students to protect na-ture. However, the political and cultural values underlying humanity’s destruction of the natural environment were not much touched upon. Corresponding suggestions are made for textbook compilers and classroom teachers.

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