英語教科書批判論述分析－方法論之探究

Critical Discourse Analysis for English Textbook: A Discussion on Methodology

陳聰賓(Tsung-pin Chen)

《育達科大學報》 48期 (2020/06) Pp. 17-37

摘要

本研究回顧國內英語教科書研究採用的研究方法，發現英語教科書研究缺乏系統性的研究方法論。作者以批判論述分析之內涵為基礎，目的有三：（一）評析英語教科書研究之相關研究結果；（二）介紹批判論述分析的典範與意涵；（三）檢視評析成果以批判論述原則重新建立適用於國內英語教科書分析的理論架構。此研究理論架構首先分析教科書文本呈現的語言學策略並確認知識論範疇；接著透過摘要、闡述、結構進行各層次分析，使教科書文本產出不同論述；最後以Fairclough（1995a）三向度分析總結。本研究並舉出兩種英語教科書文本常見的知識論範疇為例：多元文化觀點與溝通能力，可解決核心問題為：英語教科書是否具有「積極呈現多元文化，強調溝通式能力」的論述。

關鍵字

批判論述分析 ； 研究方法論 ； 教科書研究

並列摘要

In textbook analysis, not too much research has been dedicated to the investigation of methodology. Plenty of domestic research on textbook analysis was conducted with Western research paradigm, which prevented local phenomenon from being domestically contextualized. This paper examines and integrates the methodologies and findings of domestic English textbook research, only to find a lack of a systematic methodology in it. Based on CDA principles, this paper aims to: (1) comment on findings of English textbook analysis, (2) present the paradigm and essence of CDA, and (3) reconstruct an appropriate methodological framework for the analysis of domestic English textbook research with reference to CDA principles. In the first place, the framework analyzes the linguistic strategies utilized by the texts and ascertains their epistemological domains. Subsequently, different discourses are induced by three procedures in different levels: summary, explication, and structuring. Ultimately, the framework is summarized by means of Fairclough's three-dimension analysis. In the meantime, the present study also exemplifies two common epistemological domains on English textbooks: multicultural perspective and communicative competence. A core question to be answered is: whether English textbook displays the discourse of exhibiting multiculture and emphasizing communicative competence.

並列關鍵字

critical discourse analysis ； research methodology ； textbook analysis

參考文獻

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van Dijk, T. A. (1995). Discourse analysis as ideology analysis. In C. Schaffiner & A. Wenden (Eds.), Language and peace (pp. 17-33). Aldershot: Dartmouth Publishing.