A Comparative Study of Speaking Instructions in English Textbooks for Grade 7 in China and South Korea from the Perspective of Cooperative Learning—Taking the Textbooks of Foreign Language Teaching and Research Press in China and the Textbooks of YBM

本文基于合作学习理论，采用语料库方法对比分析中国外研社版与韩国YBM版初一英语教材口语练习指令语。研究发现：(1) 外研社版教材中合作学习指令语的显性占比显著更高；(2) 但两版本教材中合作学习核心术语的频次分布无统计学差异。这一矛盾源于指令设计策略的分歧：外研社版倾向分散式显性指令，而YBM版采用高密度整合指令。结果表明，两版教材均重视合作学习，但通过差异化编码策略实现目标，为教材任务设计优化提供实证依据。This study, grounded in cooperative learning theory, employs a corpus-based approach to conduct a comparative analysis of oral exercise instructions in first-year junior high school English textbooks—the FLTRP edition and the YBM edition. The findings reveal that: (1) The FLTRP edition exhibits a significantly higher proportion of explicit cooperative learning instructions; (2) However, there is no statistically significant difference in the frequency distribution of core cooperative learning terminology between the two editions. This contradiction stems from divergent instructional design strategies: The FLTRP edition favors distributed explicit instructions, while the YBM edition employs high-density integrated instructions. The results indicate that both editions prioritize cooperative learning, yet achieve this goal through differentiated instructional design strategies, providing empirical evidence for optimizing task design in textbooks.