声明
致谢
Chapter One Introduction
1.1 Background of the Thesis
1.2 Objective and Significance of the Thesis
1.3 Data Collection and Analysis
1.4 Organization of the Thesis
Chapter Two Literature Review
2.1 Previous Studies on Chinese High School English Textbooks
2.1.1 Diachronic Analysis of English textbooks
2.1.2 Synchronic Analysis of English Textbooks
2.2 Previous Studies on Legitimation Code Theory
2.2.1 Origin and Development of LCT
2.2.2 Integration between LCT and SFL
2.2.3 Application of LCT in Educational Field
2.3 Summary
Chapter Three Theoretical Framework
3.1 Overview of LCT
3.1.1 Theoretical Bases
3.1.2 Core Concepts
3.1.3 Pedagogical Implications
3.2 Specialization of LCT
3.2.1 Knowledge Code
3.2.2 Knower Code
3.3 Semantics of LCT
3.3.1 Semantic Density
3.3.2 Semantic Gravity
3.4 Summary
Chapter Four Specialization Codes in Three Sets of Chinese High School English Textbooks:A Diachronic Analysis
4.1 Specialization Codes in SEFC (1984)
4.1.1 Introduction of SEFC (1984)
4.1.2 Specialization Codes in Reading Exercises
4.2 Specialization Codes in SEFC (1996)
4.2.1 Introduction of SEFC (1996)
4.2.2 Specialization Codes in Reading Exercises
4.3 Specialization Codes in NSEFC (2007)
4.3.1 Introduction of NSEFC (2007)
4.3.2 Specialization Codes in Reading Exercises
4.4 Diachronic Changes of Specialization Codes
4.5 Summary
Chapter Five Semantic Codes in Three Sets of Chinese High School English Textbooks:A Diachronic Analysis
5.1 Semantic Density in Reading Passages in Three Sets of Textbooks
5.1.1 Semantic Density in SEFC(1984)
5.1.2 Semantic Density in SEFC (1996)
5.1.3 Semantic Density in NSEFC (2007)
5.2 Semantic Gravity in Reading Exercises in Three Sets of Textbooks
5.2.1 Semantic Gravity in SEFC (1984)
5.2.2 Semantic Gravity in SEFC (1996)
5.2.3 Semantic Gravity in NSEFC (2007)
5.3 Diachronic Changes of Semantic Codes
5.3.1 Diachronic Changes of Semantic Density
5.3.2 Diachronic Changes of Semantic Gravity
5.4 Summary
Chapter Six Social-cultural Factors and Pedagogical Implications for English Teaching and Textbook Compilation
6.1 Social-cultural Factors
6.1.1 Social-cultural Contexts for Foreign Language Education
6.1.2 Diachronic Changes in Foreign Language Teaching Approaches
6.1.3 Diachronic Changes in High School English curricula
6.2 Pedagogical Implications for High School English Teaching and Textbook Compilation
6.2.1 Implications of the Teaching of Specialization Codes
6.2.2 Implications of the Teaching of Semantic Codes
6.2.3 Implications for Textbook Compilation
6.3 Summary
Chapter Seven Conclusion
7.1 Major Findings of the Study
7.2 Prospects for Future Study
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