A Comparative Study of the IGM Use in China’s English Textbooks
DOI:
https://doi.org/10.17507/jltr.1205.17Keywords:
IGM, English textbooks, nominalization, reading abilityAbstract
IGM (ideational grammatical metaphor) is frequently used in English textbooks, the application of which may influence learners’ proper understanding. The present paper conducts an empirical research on the application of IGM in three English textbooks for English learners of different levels in China including junior high school, senior high school and college with a view to exploring the rate and tendency of IGM application at different levels. It is found that IGM is favored in all the textbooks and nominalization ranks the first among other types of IGM. Besides, the higher the learning level is, the more frequently IGM is used. These findings suggest that the use of IGM in the investigated textbooks turned to be appropriate for EFL learners across three different levels.
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