Multimodal Discourse Analysis On Senior English Textbook Of P.E.P. Version

Textbooks，as the specific representation of teaching objectives, are not only the first-ratematerials for teachers to arrange teaching procedure, but also the primary resources forstudents’ learning. Therefore, the quality of the textbooks becomes an essential factor which isclosely related to learners’ interests. With the development of science and technology andwide use of multimodal approach in text forming, textbook discourse has become more andmore multimodal. But how to make full use of multimodal resources in textbook and how toimprove learners’ multiliteracy by multimodal textbook discourse have become educators’ andresearchers’ concerns. Therefore, this paper tries to do the multimodal textbook discourseanalysis so that teachers can understand multimode deeply and improve learners’ Englishstudy with textbook.This thesis is divided into six parts. The first part "Introduction" consists of sevensections, in which the background, purpose, significance, content, methods and the frameworkof the thesis are covered. To be explained in Part Two is the "General Introduction to theMultimodal Discourse Analysis Indoor and Outdoor” which presents the current situation ofthis field briefly. It focuses on the achievements and their limitations of the relative researchat home and abroad. The third part makes the further study on the basic theories of the paperand some terms about the multimodal discourse analysis. Besides, multimodal textbookdiscourse analytical framework is formed on the basis of Kress&Leeuwen’s MultimodalDiscourse Analysis framework and Martine&Salway’s Image-text Relation framework. Inthe fourth part, the paper does a survey to find out students’ real multiliteracies through aquestionnaire. Five aspects are included in the questionnaire, such as students’ awareness,sensitivity, utility to multimodal resources, teachers’ guidance to multiliteracy and theinfluence of textbook multimode to students’ English learning. The investigation shows thatstudents’ sensitivity and utility to multimodal resources are rather low, and teachers’ guidanceto multiliteracy is insufficient, too. For these reasons it is necessary to improve students’multiliteracies through multimodal textbook. So Part Five tries to analyze Pre-reading andReading part in textbook of People’s Education version. Text, image and text-image relationare analyzed so that people can have a thorough understanding of meaning construction whichwill help students and teachers use multimodal resources for teaching and learning."Conclusion and Reflection” presents some merits and drawbacks of multimodal textbook ofP.E.P. version according to the analysis and investigation. Some suggestions for teachers andlearners are put forward expecting to help learners with their multimodal recognition andsensibility. It can also assist learners’ in understanding and mastering the language andknowledge with these multimodal resources.