Abstract
This study examines the representation of values in a set of popular Business
English (BE) textbooks used in Chinese universities. Three types of values are
identified, namely, business-oriented values, society-oriented values, and culture oriented values. These values are verbally realized explicitly by attitudinal lexis, and implicitly by the recount of events and facts which elicit evaluation. Only limited number of images are employed in the construction of values. Analysis shows that the textbooks aim to cultivate students’ global vision, preparing them to become future business practitioners with intercultural competence and social responsibility. The study provides new understandings of values in BE textbooks, and the systemic framework developed in the study can serve as a metalanguage for teachers and students to identify and analyze the values. The framework can also inform textbook writers in selecting and designing values using multimodal resources.
English (BE) textbooks used in Chinese universities. Three types of values are
identified, namely, business-oriented values, society-oriented values, and culture oriented values. These values are verbally realized explicitly by attitudinal lexis, and implicitly by the recount of events and facts which elicit evaluation. Only limited number of images are employed in the construction of values. Analysis shows that the textbooks aim to cultivate students’ global vision, preparing them to become future business practitioners with intercultural competence and social responsibility. The study provides new understandings of values in BE textbooks, and the systemic framework developed in the study can serve as a metalanguage for teachers and students to identify and analyze the values. The framework can also inform textbook writers in selecting and designing values using multimodal resources.
| Original language | English |
|---|---|
| Title of host publication | Values in Business English Textbooks |
| Subtitle of host publication | A Multimodal Analysis Approach |
| Publication status | Published - May 2022 |