Manuscript received January 14, 2026; accepted February 10, 2026; published March 25, 2026.

Abstract—This study adopts the transitivity system within Systemic Functional Linguistics as the theoretical framework to analyze narrative personal texts in the new FLTRP junior high school English textbooks (Grades 7–8). Using a mixed-methods approach, the research focuses on the text "Impossible, I'm possible featuring athlete Su Bingtian". The findings indicate that: (1) material, relational, and mental processes dominate, while verbal, behavioral, and existential processes are less frequent; (2) material processes construct Su's image as a striver, relational processes define his identity and achievements, and mental/verbal processes reveal his inner world and enhance interactivity, collectively building an "actor-thinker-role model" identity; (3) the coordination of transitivity processes effectively conveys values such as perseverance and courage. This study provides a functional linguistic perspective for textbook discourse analysis and offers implications for text interpretation and value-based teaching.
 
Keywords—transitivity, junior high school English, narrative personal texts, textbook analysis

Cite: Jiajia He, "An Analysis of Junior High School English Textbooks from the Perspective of Transitivity System: A Case Study of FLTRP Narrative Personal Texts," International Journal of Learning and Teaching, Vol. 12, No. 1, pp. 94-99, 2026.