Application Of Textbook Illustrations In Junior English

Since 1990,people have entered the ‘world image era’ that Heidegger predicted,an era in which the world is filled with images.Images change the way we communicate and express ourselves.Students could learn the ability to communicate with others and share themselves by learning with illustration in English textbooks during education.English Curriculum Standard in Senior High Schools(2017 edition)also changes the language learning abilities from four abilities ‘listening,speaking,reading,writing’ into five abilities ‘listening,speaking,reading,reading,and writing’,while the English Compulsory Education Curriculum Standard(2011 edition)also clearly requires students to make full use of pictures(including illustrations).The number of illustrations in the textbook was found quite large.There are 17.55 pictures in average per unit and2.55 pictures per page.It can be seen that illustrations are an indispensable part of teaching materials.It is also found that illustrations take an active part in English teaching.The thesis proves that the effective use of illustrations in English textbooks can develop students’ cognitive,observation,imagination,creativity,etc.Meanwhile,it helps students gain interest in learning and improve the efficiency of teaching and learning ultimately.It also helps students to learn wisely and learn well now and future.Therefore,how to effectively use illustrations in teaching is of great significance.The illustrations in the English textbooks Go For It which was publish by the People’s Education Press(PEP)are studied to have a better understanding of the current situation of the use of the illustrations in middle school English teaching and explore how to use the illustrations in teaching.First of all,a number of research and papers on illustrations in teaching was reviewed.More research on illustrations are expected.Secondly,the characteristics and functions of illustrations are showed and organized based on domestic and foreign literature and Polymodal Theory,Visual Learning Theory and Double Coding Theory.A questionnaire survey on the current situation and use of illustrations in teaching and learning for teachers and students are done in Xiaojiahe Middle School in Chengdu.The results show that teachers are basically satisfied withthe illustration in English textbooks,but rarely use them for teaching.Most of teachers and students are sure that illustrations in textbooks play an important role in teaching and learning while the effect and frequency of use are not satisfactory.Thirdly,students in two classes are chosen to have different English classes with the same content.Students in Class A are taught by teaching with illustrations while students in Class B by teaching with text.The students’ feedback during and after class shows that students in Class A are more active,and the more interest in English learning is gained.Fourthly,more classes are observed,more difficulties are found.Teachers still lack of useful strategies for the use of illustrations in real teaching.Teachers do not the train students’ ability to read pictures with the use of illustrations.Teachers simply present illustrations without completed information.Teachers cannot choose illustrations wisely and ask questions that might be far from what students can achieve.In the end,corresponding suggestions are given to help teachers to use illustrations more effectively after looking through a large number of excellent examples in teaching and learning.They also help students to learn wisely and learn for the whole life.In addition,there are still shortcomings and more follow-up studies are expected to complement.