Multimodal Discourse Analysis Of FLTRP New Standard High School English Textbook (2019 Edition)

With the progress of the times and the development of multimedia information technology,the teaching materials which originally consisted of only texts could no longer meet the developing requirements of the new era and the needs of learners.After the promulgation of English Curriculum Criteria for Regular High School(2017Edition),new textbooks came into being to guide the amendment of the textbook.The multimodal research on textbooks helps the textbook users pay attention to the use of multimodal resources in textbooks,enhance the use effect of textbooks,cultivate learners’ multiple literacy skills,and put forward some opinions and suggestions to the editors of textbooks.The study is based on FLTRP New Standard High School English Textbook(2019Edition),including three compulsory books and four selected compulsory books,which puts into use in the fall of 2019,and plans to solve the following research questions:1.What are the characteristics of multimodal resources’ appearance in The NSE High School English Textbook(2019 Edition)?2.How do the images reflect the visual functions in The NSE High School English Textbook(2019 Edition)?3.How does the complementary relationship between images and texts construct in The NSE High School English Textbook(2019 Edition)?4.What are the external evaluations of The NSE High School English Textbook(2019 Edition)?This study takes Visual Grammar Theory of Kress &Van Leeuwen(1996)and Ideational Intersemiotic Complementarity Theory of Royce(2007)as the theoretical framework.While analyzing the multimodal discourse of resources mainly based on textbook images,the author also conducts questionnaires among high school English teachers and high school students in a district of Qingdao,understanding the practical problems of multimodal resources used in teaching and learning.Through the analysis of this set of textbooks and questionnaires,the main conclusions of this research are:1.The NSE High School English Textbook(2019 Edition)has significant characteristic of multimodality,as is shown in the following four aspects: different setting fonts,sizes and colors of text modality to present the structure;expanded genre of images including varieties of contemporary media and visualization tools;increasing quantity of audio and video resources;online website platform equipped with multimodal resources.2.A large number of images in the textbook realize visual grammar functions from three aspects,like reproduction,interaction and composition.Most of the pictures can even reflect one or more visual grammar functions.Firstly,about the representational meaning of images,narrative representation is the main genre,with the largest number of images of the action process,and the situation is presented through vectors.Secondly,in the process of interactive meaning,offer is the main genre in contact,conveying relevant information to readers.Personal and impersonal distance reflect diverse social relations.The image framing perspective tends to be the horizontal perspective.About the compositional meaning,information value emphasizes the main content of the image,and the line isolates and divides the content in framing.3.The complementary relationship between the images and texts of this set of textbooks is obvious,focusing on the relationship of repetition and synonymy,and jointly constructing the meaning of the discourse.The repetition relationship reflects the complementarity of images and texts in teaching materials,being used to explain the meaning of words;synonymy relationship present similar situations to help students understand abstract content.4.Most teachers and students are basically satisfied with the allocation of multimodal resources,such as images and videos in this set of textbooks,and agreeing with the role of multimodal resources in assisting English teaching and learning.However,some teachers and students still do not realize the importance of multimodal resources,and there is still a long way to go to strengthen the use of multimodal resources in the process of teaching and learning.