An Investigation into Eco-linguistics Representation in Pakistani High School English Textbooks

Abstract

This study employs the Stibbe's framework to assess the English textbooks for grades 9th and 10th from an ecolinguistic perspective. This framework is composed of different categories, but only three were chosen for this study. These categories are erasure, metaphor, and Adjectives. Corpus and qualitative research designs are applied to evaluate erasure, Adjectives, and metaphors. The corpus creation process is divided into two steps. Initially, these books in PDF format were obtained from the freebooks.pk website. Second, all of the pdf files were manually converted to TXT forms so that they could be searched and edited, and they could be used for general research. Throughout the process, AntConc software is used. The findings demonstrate the extensive use of ecolinguistics-related adjectives in English textbooks for grades 9th and 10th. A total of eighty adjectives are found. Metaphors are twenty-nine and their frequency is 9.666% and passive voices are eleven (3.666%). Evaluation is the most utilized story, with a frequency of 26.666 percent. This study suggested that schools should employ systematic measures to equip students with the knowledge and abilities they need to comprehend the environment through evaluation, erasure, and metaphors in primary and secondary education.