作为教育的基本组成部分，教材是概念性知识的主要来源。学生们在接触教材话语时，对自然的态度也悄然形成。以往的研究着重于在经验系统视角下探索教材的生态意义。然而，从人际系统，特别是从评价系统视角对教材中环境话语进行的研究较少。因此，本研究从人际系统中的评价视角出发，对中国高中外语教材中的环境文本进行生态语言学分析。本研究选取来自三个系列教材中的共23篇课文为研究对象，借鉴了Martin和White的评价理论框架（2005），明确了在话语中构建环境意识形态的评价资源。在根据生态哲学进行评估后，本研究将意识形态根据其生态取向进行了分类。

研究发现，相较于其他生态主体，人类和动物更经常被评价。在教材的环境语篇中，态度系统内部的鉴赏资源的使用最为频繁，其次是情感和判断资源。绝大多数的态度资源都与自言和话语压缩介入方式相耦合，反映了教科书作者的权威地位。

分析表明，呈现有益性生态取向的话语认为，大自然是可爱的、有能力的，它拥有独立意识，能够主动采取行动。人类愿意反思过时的信念和不当的行为，破坏生态系统和谐发展的行为受到谴责。人类还能敏锐的捕捉其他生物种群的美。 生物体与构成每个群体的个体之间存在和谐的互动。环境模糊性的意识形态认为，人类是脆弱的，完全受自然力量的摆布，无法保护自己和财产免受自然灾害的影响。人类对这种不平等关系感到不安。破坏生态的环境意识形态包括：人类没有妥善考虑自身的局限性，以牺牲自己或其他生态社区为代价探索地球。人类过分依赖主观认知，认定某些动物群体具有破坏性、邪恶性和暴力性，而没有考虑到动物自身的基本生存需求。自然作为人类的资源库而存在，为人类提供丰富的物质和情感价值，有助于人类的可持续发展，自然世界的价值存在于人类行为中。

As a fundamental component of education, textbook is the primary source of conceptual knowledge. Students are exposed to the textbook discourse without being consciously aware that their attitudes towards ecosystem are cultivated. Previous research focuses on discovering the ecological orientation through exploring ideational meaning. However, the potential for examining environmental texts inside interpersonal systems, particularly the appraisal system, has not been thoroughly investigated. Thus, the present study aims to tap this gap: In China’s senior high schools, an ecolinguistic evaluation of the environmental texts in EFL textbooks will be done. 23 texts extracted from three series of senior high school textbooks, a total of 9 compulsory textbooks (3 books from every publisher), are selected for this research. Drawing on Martin and White’s Appraisal framework (2005), clusters of appraisal items constructing environment ideologies within the discourse are clarified. After being evaluated against ecosophy, these ideologies are categorized based on their ecological orientations.

It is found that humans and animals are appraised more frequently than other ecological entities. In educational discourse, appreciation resources are prominent, followed by affect and judgement resources. The great majority of attitude resources are coupled with monogloss and dialogic contraction devices, reflecting the authoritative position of the textbook writers.

The ecological beneficial ideologies hold that nature is adorable and capable, acting on its own initiative. Humans have a strong predisposition to reflect on out-of-date beliefs and misbehaviors. Human actions that damage the health and coexistence of ecosystems are condemned. Humans are also capable of grasping the beauty of other organisms with incredible sensitivity. There is a harmonious interaction between organisms and the individuals that make up each group.

The environmentally ambivalent ideologies assert that humans are completely at the mercy of natural forces and, in particular, incapable of defending themselves and their property against natural disasters, making them an ecologically vulnerable population. Humans are uncomfortable with this relationship of inequality.

Ecologically destructive beliefs assert that humans explore the globe at the expense of themselves or other ecological communities, notwithstanding their own limitations. Humans rely on their perceptions to conclude that certain animal groups are destructive, evil, and violent, without taking into account the original survival needs of the animals. Nature exists as a resource for humanity, providing an abundance of material and emotional values that contribute to humanity’s sustainable growth, and the values of the natural world exist in human action.