A Study On Images Of Middle School English Textbooks Based On Multimodal Discourse Analysis Theory

"Mode" is a symbol resource formed in social culture to express meaning.Language,image and sound are common modes.With the implementation of teaching reform and the deepening of teaching theory,great changes have taken place in foreign language teaching materials in China,which show strong multimodal characteristics.Correspondingly,the analysis of foreign language teaching materials has shifted from focusing on the single modal analysis of text to the comprehensive analysis of multiple modal symbols including text,pictures,videos,music,etc.,and mining the educational significance generated by the interaction of various modes.It is very important for teachers and students to understand and grasp the multimodal characteristics of textbooks,to recognize the role of each modal factor in meaning construction and its educational significance.Therefore,it is of great research value and significance to analyze and evaluate the teaching materials from the perspective of multimodal discourse analysis and to have a deep understanding of the multimodal resources and the process of meaning construction in middle school English teaching materials.Images and characters are the two most important modal resources in educational discourse.They are independent and closely related and play an important role in English teaching.Based on this,this study uses a combination of qualitative and quantitative research methods to study the image functions and the relationship between images and characters in the new target junior high school English textbook and the people's teaching edition senior high school English compulsory textbook(compulsory 1,compulsory 2 and compulsory 3)put into use in autumn 2019.Firstly,based on the visual grammar of Kress and van Leeuwen,this paper discusses how the images in the textbook realize the functions of reproduction,interpersonal and composition.Secondly,based on the theory of correspondence complementarity of Royce,this paper further studies the complementary relationship between images and texts in the textbook and their educational value.Finally,based on the conclusion of the study,this paper puts forward some strategies for teachers to use images in English teaching.It is found that images in the middle school English teaching materials can realize the function of representation by showing the story,knowledge and experience for the students;realize the function of interaction by transforming the image element variables and showing different social relations;realize the function of composition by orderly combining and conveying different meanings of the elements in the image.On the complementary level,images and texts in the textbook are complementary in concept,enriching the connotation of English knowledge;on the interpersonal level,strengthening the communication relationship between students and images;on the composition level,complementing each other,optimizing the page layout of the textbook.Therefore,when using images to assist English teaching,firstly,teachers should understand the requirements of using image for teaching,including:face up to the value and function of image,master the rules and methods of image interpretation,flexibly and effectively use image to assist English teaching and secondary development of image combined with new media technology;secondly,they should use images to assist listening,speaking,reading and writing teaching.