1 Introduction

The importance of textbook corpus in language teaching was discussed, and it was pointed out that it can make implicit information explicit, integrate scattered information, and meet teaching needs. The existing corpus of high school English textbooks has usage limitations and fragmentation issues. The implementation of the new curriculum standards has brought about new textbooks, but it has also exposed the neglect of discourse processing. Experts suggest that teachers should flexibly use textbooks and integrate resources across versions to meet students' needs. At present, there is a lack of research on the use of cross version textbooks. Establishing a multi version high school textbook corpus can help solve these problems, promote linguistic research, and effectively utilize teaching resources.

2. Construction Objectives and Plans

Elaborated on the goal and plan of creating a SET multi version high school English textbook discourse corpus. The objectives include: 1) constructing three mainstream versions of textbook corpora that conform to the new curriculum standards, facilitating teachers' flexible use of textbooks; 2) Enrich teaching concepts, promote independent, cooperative, and exploratory learning; 3) Promote the integration of cross regional and cross version textbooks across multiple schools in China. The plan involves: 1) sourcing language materials, purchasing and converting textbooks from People's Education Press, Foreign Language Research Press, and Beijing Normal University Press into Word documents; 2) Through personnel division of labor, relying on the research group, a co construction and sharing ecosystem is formed. After steps such as division of labor and joint construction, comprehensive calibration, and metadata tagging, the final version of SET is completed.

Collection, cleaning, and naming of three texts

Elaborated in detail the steps of text collection, cleaning, and naming in the creation process of SET multi version high school English textbook discourse corpus. Firstly, the team collected all written discourse, including regular discourse, famous quotes, proverbs, survey questionnaires, micro skill guides, as well as non continuous texts such as charts and flowcharts. Adjust the discourse in the exercise questions according to the answers in the teacher's book. Specifically, the appendix section, literary corner, and recording script column of the Foreign Language Research Press and Beijing Normal University Press have also been included in the collection scope. During the cleaning process, use Microsoft Word to edit, delete Chinese annotations, retain some Chinese cultural related Chinese character examples or annotations, and replace specific symbols uniformly. Afterwards, use AntFileConverter to convert the Word document into a txt document to improve the reading performance of the retrieval software. In terms of naming, a three-level naming system is adopted, including the main library, sub libraries, and sub unit files, to ensure systematic and readable naming.

4 Text tags

Elaborated in detail the strategies and methods for text tagging in the SET multi version high school English textbook discourse corpus. Firstly, the author distinguished between tagging and annotation and decided to use text tagging instead of text annotation. Meta information tagging is considered crucial for corpus linguistics, therefore, the meta information tagging of a corpus includes four aspects: discourse source, topic, type, and readability. These markers are based on the requirements of the new curriculum standards to ensure that the corpus can reflect the concepts of the new curriculum standards. The labeling of header metadata is performed during text collection, while readability labeling is added after proofreading. The marking style adopts angle bracket format, such as "u003cRJBB1U5T5u003e u003cI-5u003e u003cEu003e u003cR=79.5u003e", which contains specific information of the discourse. The theme context and discourse type of the new curriculum standard are used to guide the marking process, while readability is calculated through online tools. This meticulous tagging method aims to provide rich meta information for corpus users for subsequent corpus analysis and research.

5 SET Basic Data

Detailed introduction of the basic information of SET multi version high school English textbook discourse corpus. The corpus includes three versions of 21 textbooks, including 693 articles from the People's Education Press, 547 articles from the Foreign Studies Press, and 609 articles from the Beijing Normal University Press. The number of text symbols and form symbols varies between different versions, and the form symbol to text ratio and form symbol to form ratio (TTR) show the degree of lexical change in discourse. The distribution of discourse themes is consistent with the design of the new curriculum standards, with the highest number of discourse on the theme of "people and society". The distribution of discourse types shows that all versions contain 8 types of discourse according to the new curriculum standards, with explanatory and narrative texts having the highest number. In terms of readability distribution, the peak values of the People's Education Press and Beijing Normal University Press are at "70+level", while the Foreign Language Research Press is at "60+level", reflecting the differences in discourse difficulty between different versions.

6 Application prospects

Discussed the application prospects of the newly created SET multi version high school English textbook discourse corpus. The SET corpus has added header metadata tags on the basis of the old version to better serve teaching. Its application prospects include: 1) supporting teaching processing, providing language materials related to daily teaching, enriching teaching materials through cross version reference, and optimizing teaching activities; 2) To promote teacher development, teachers integrate technology and concepts into instructional design when using corpora, transforming from consumers to collaborative developers, reflective practitioners, and self-development actors; 3) To promote students' growth, through data-driven learning, teachers can develop microlibraries to allow students to directly experience language phenomena, explore English usage using retrieval software, master authentic English, and develop language sense. SET will become an effective force in promoting student growth in a technological and intelligent campus.

7 Conclusion

Under the background of the new curriculum standard, the creation of SET multi version high school English textbook corpus has timeliness and characteristics. Through meta information tagging and cross version and cross regional strategies, resource sharing and teaching effectiveness can be improved. The development direction of SET is innovation to promote the development of core competencies in disciplines. Although the SET library has limited capacity, there is still room for further improvement in terms of version content mismatch and subjective labeling classification.