及物性理论视角下不同语类儿童英语学习素材对比分析及教学启示
A Comparative Analysis of Different Textual Categories of Children’s English Learning Materials from the Perspective of Transitivity Theory and Its Pedagogical Implications

本研究基于系统功能语言学的理论框架，从及物性视角出发，对比分析儿童英语学习素材中不同语类的实现方式、分布特征及其潜在成因。结果显示，由于交际目的和受众对象的不同，各类语篇在过程小句的选择上呈现出明显差异。叙述体频繁运用物质过程，主要是因为物质过程是对事件动态发展的描述；而描述体则多见于关系过程，尤其偏向归属类环境式，这是由于关系过程能够呈现事物的静态属性。这种差异首先与语篇的交际目的密切相关，其次取决于服务对象的特点，最后反映在文化语境对语篇语义的影响上。此外，研究还表明，若语言使用者能够掌握各类语篇的特征，将对其英语语言能力的发展起到积极作用。
This study, grounded in the theoretical framework of systemic functional linguistics, adopts a transitivity perspective to comparatively analyze the realization methods, distribution characteristics, and potential causes of various genres in children’s English learning materials. The findings indicate that different communicative purposes and target audiences lead to distinct patterns in the selection of process types across genres. Narrative texts frequently employ material processes, reflecting their function in describing the dynamic development of events. Conversely, descriptive texts often favor relational processes, particularly attributive circumstantial types, as these better convey the static attributes of entities. These distinctions are closely linked to the communicative purpose of the discourse, are influenced by the characteristics of the intended audience, and are ultimately shaped by cultural context, which affects discourse semantics. Furthermore, the study suggests that a deeper understanding of genre-specific characteristics may positively contribute to learners’ development of English language proficiency.