Study On Illustration Of Junior English Textbooks Based On The Visual Grammar Theory

As an important image resource,textbook illustration plays an important role in the process of students’ learning and teachers’ teaching.It is also an important part of textbooks and plays an important role in arousing students’ learning enthusiasm and assisting teaching.Although there are many researches on textbook illustrations,researches on the analysis of textbook illustrations from the perspective of images are few.Therefore,the study of the foreign edition of junior high school English illustrations based on the theory of visual grammar can provide new ideas for subsequent researchers to analyze illustrations and improve the theoretical basis of illustration analysis.By collecting and analyzing related literature,the selection of foreign language teaching and research press compulsory education curriculum standard experiment textbook(hereinafter referred to as the research junior middle school English teaching materials)as the research object.With the help of the visual grammar theory developed by Halliday’s Systemic Functional Linguistics,the research makes an in-depth study from three aspects of reproduction,interaction and composition.Combining with specific illustrations,the research aims to answer the following three questions:(1)What is the junior high school English teacher and the student’s evaluation and specific usage of textbook illustrations and what is the present situation of textbook using?(2)How do illustrations in junior high school English textbooks for foreign research reflect the function of visual grammar?(3)How to effectively use different types of illustrations to assist English teaching?In order to solve the above problems,the research uses the methods of questionnaire investigation,interview and classroom observation to investigate the evaluation of teachers and students of English textbook illustrations,preferences and cognition,and usage.And with the help of the theory of visual grammar,the research analyzes the specific illustrations in the junior high school English textbooks published by foreign research.Finally,the application analysis of visual grammar theory in instructional design is presented,and how to effectively use different types of illustrations to assist English teaching is summarized from both theoretical and practical aspects.It is found that the illustrations in junior high school English textbooks published by foreign research institute mainly focus on the reproduction of meaning,among which the narrative reproduction is the main component.Contact,social distance and perspective are all involved in the meaning of interaction,among which the provision in contact and the close distance in social distance are the main ones.In the meaning of composition,frame relation and information value take up the largest proportion,among which information value is mostly used for illustrations reflecting the distribution of middle and edge,while line isolation is commonly used to form image elements in frame relation.The research enlightenment can be elaborated from both theoretical and practical perspectives.At the theoretical level,the illustrations of the textbook are analyzed based on the theory of visual grammar to provide new ideas and methods for subsequent researchers;On the practical level,teachers are inspired to analyze illustrations from three levels of visual grammar theory to assist teaching and guide learners to improve their ability of reading pictures.And to guide students to understand the profound meaning in the illustration,so as to deepen the understanding of the content of the article and get the maximum benefit in the illustration teaching.