The Contrastive Study Of Multimodal Discourse Of Sino-American Textbook Of Elementary School

Different textbook is normally chracterised by the knowledge presentation of the Multimodality.Most of present Multimodal Discourse Analysis researches of textbooks are the language teaching textbooks,while the multimodality of non-language teaching textbooks,especially the science textbook,are short of systematic research.How the verbal,image and verbal-image relation transfer and demonstrate the science knowledge is extremely worthy of our attention.Based on the Chinese and foreign contrastive perspective,this study selects the Chinese and American Elementary Science Textbook of identical knowledge of Earth Science,161 image-text discourses,as the research corpus.Through establishing the annotation standards and tag sets,this thesis has annotated 9 items with 57 classifications of the texts of 482 sections,2193 images and image-text of 161 discourses,forming the Multimodal Corpus of the Chinese and American Earth Science Textbook.According to the Corpus,this thesis use the System Functional Grammar and Multimodal Discourse Analysis to contrast the similarities and differences of Chinese and American Science textbook in text representation,image exhibition and interactivity of image-text.The present study tries to explore the influence of the different writing concept of Chinese and American Science textbook on the knowledge representation of textbook in order to give some suggestions about the multimodal design of Chinese Science Textbook and provide references for Chinese textbook multimodal corpus construction.The conclusions drawn from this paper include:1 In the contrastive analysis of the text characteristic,We find that the text form of the American textbook has systemic characteristic and the text type is oderly distributed in the American textbook,which is help to shape the clear distribution of the meatafunction of the text type.While the SJ and JK textbook is short of systemic criteria of the text form and their text type is,which lead to the obsure distribution of the meatafunction of the text type.2 In the contrastive analysis of the image characteristic,We find that the Sino-American Science Textbook both use the photo,model graph,drawing and statistical graph to present science knowledge.But the SJ and JK textbook have the usage of comic to draw students" attention and use numerous icon and comic to organize the discours.3 In the contrastive analysis of the image reprentation,We find that the American image representation take compositionality of different images and individulality of one image into account,which is of oderly organation and systematicness and give prominence of the image reprentation.While the SJ and JK textbook represent image in the tile arrangement,however with the high density of image,such arrangement cannot highlight the images emphasis.American textbook is usually combine the model graph with photo,and model graph with statistical graph to present science knowledge,while the the SJ and JK textbook usually combine comic with photo or statistical graph to present science knowledge.This two combination are different.Because the former one is the representation of different side of science knowledge and the comico of the latter one is just a verbal label.4 In the contrastive analysis of density/proportation/location of the image,We find that the image density/proportation of SJ and JK textbook is higher than American,which demonstrates that SJ and JK textbook is more inclined to use image to deliver science knowledge and have the trendency of substituting image for text.In the analysis of image location we find that the American textbook has the left-right and top-bottom layout while the SJ and JK textbook only have the top-bottom layout,which is bad for taking full advantage of page space in the SJ and JK textbook page with high image density and disorderly text distribution.5 In the contrastive analysis of image-text relation,We find that the following texts of images in the Sino-American Science Textbook provide synonymous explanation for the image and qualified it.By the mean of present the information of space,structure,experimental process etc,the images supplement the dicourse information.The proportation of the non-complementary image in American textbook is 4.16%while the proportation in the SJ and JK textbook is 38.91%and 19.78%.We find that in the JK textbook there are numerous blank statistical graph disdistributed intensively and the context doesnot supply the relating information.Moreover,SJ and JK textbook utilze mumerous icon and comic to sign and link discourse which easily interdicts knowledge narrating and influence the coherence of the discourse.Suggestions:Firstly,SJ and JK textbook should construct the systematic ciriteria of the text form with avoiding the random useage of different type of text and set the fixed location for different text types.Secondly,in the usage of image,SJ and JK textbook should set regulation of the usage of comic and blank statistical graph and avoids the speech bubbles stacking and blank statistical graph intensively distributing,especially when there are no relating imformation in the discourse.We can put the blank statistical into workbook of the science textbook and make the comic distribute outside of the running text.Moreover,the SJ and JK textbook should increase the number of the model graphs and use combination of photo/model graph/statistical graph to present the science knowledge in different side and angle.Finally,in image-text relation representation,because of the iamge substitution for text,the SJ and JK textbook should use the caption text to organize the discourse,avoiding the image linking the discouse,which is good for the forming logicality and coherence of discourse.