A Corpus Linguistics Approach to the Representation of Western Religious Beliefs in Ten Series of Chinese University English Language Teaching Textbooks

Abstract

The early Sino-Western contact was through the way in which religion and language interact to produce language contact. However, research on this contact is relatively limited to date, particularly in the realm of English language materials. In fact, there is a paucity of research on Western religions in English Language Teaching (ELT) textbooks. By applying corpus linguistics as a tool and the Critical Discourse Analysis as the theoretical framework, this manuscript critically investigates the significant semantic domains in ten English language textbook series that are officially approved and are widely used in Chinese universities. The findings suggest that various Western religious beliefs, which are the highly unusual topics in previous Chinese ELT textbooks, are represented in the textbook corpus. The results also show that when presenting the views and attitudes toward Western religious beliefs, these textbooks have adopted an eclectic approach to the material selection. Surprisingly, positive semantic prosody surrounding the concept of religion is evident and no consistent negative authorial stance toward religion is captured. Atheism has been assumed to be in the center of Chinese intellectual traditions and the essence of the Constitution of the Chinese Communist Party. Interestingly, the findings from this study provide a new understanding of Chinese foreign language textbooks in the new era, and its addition to the literature on the study of ELT textbooks, as well as its development worldwide.

The cultural sustainability in English as foreign language textbooks: Investigating the cultural representations in English language textbooks in China for senior middle school students

“… Liu et al, 2022a , b built a corpus of university EFL textbooks and explored the cultural representations, ideological underpinnings, and the representation of Western religious beliefs in these textbooks. These researchers posited that the dominance of the monocultural representations, mainly of Anglo-American cultures, is problematic in an increasingly multicultural world.…”