A Study On The Current Situation Of Using Illustrations In The Compulsory English Textbook Of Pep Edition For Senior High School(2019 Edition)

English textbooks are an important resource for English teaching,and the publication of the 2019 edition of high school English textbooks has attracted much attention.As part of the textbook,the illustrations have the function of enhancing students’ interest in learning and keeping their attention.A review of the relevant literature shows that most of the studies on textbook illustrations focus on the functions of textbook illustrations,the categories of textbook illustrations,and the roles of textbook illustrations,but not many studies on how teachers use textbook illustrations for high school English teaching.This study takes the 2019 edition of the compulsory textbook of PEP edition as an example.Taking the dual coding theory,the theory of graphic-text relationship and the theory of multimedia learning as the theoretical basis,the study investigates the adaptability of the textbook illustrations and the attitudes of teachers and students towards them and their actual use.The research questions of this study are specifically formulated as:(1)How adaptable are the illustrations in the Compulsory English Textbook 1-3 book(2019 edition)?(2)What are the attitudes of teachers and students towards the illustrations in this textbook?(3)What is the degree of use of the illustrations in this textbook?In order to address the research questions,firstly,a quantitative analysis method was used to statistically analyse the illustrations in the compulsory textbooks 1-3,and to analyse the adaptability of the textbook illustrations in terms of both internal adaptation and external adaptation;secondly,a questionnaire survey was conducted among 35 teachers and 355 students in a key high school in Anhui Province,aiming to investigate their attitudes towards the use of the textbook illustrations and how much they use them;finally,the content of the interviews with teachers and students was combined further exploring some of the controversial issues in the questionnaire.Through the analysis and discussion of the results of the questionnaires,interviews and classroom observations,the study found that: the adaptability of the textbook illustrations in the Compulsory English Textbook for Senior High School(2019 edition)is generally good,and teachers and students have a high level of recognition of the illustrations in this edition,but due to class time constraints,some teachers are only able to selectively use the textbook illustrations,focusing mostly on reading lessons and simply showing them.They rarely lead students to appreciate the illustrations and the cultural context behind them.Some teachers were able to make good use of textbook illustrations for introductions,but the rate of use in other parts of the lesson and in other lesson types was low.Based on the above findings,several suggestions are made to the textbook writers and teachers: increase the number of teaching aids on the use of illustrations in textbooks;develop new versions of junior high school English textbooks to align with senior high school as soon as possible;teachers can use illustrations in other lessons,for example listening lessons and practicing lessons.Teachers should focus on cultivating students’ ability to find,appreciate and create beauty,rather than just taking tests.It is important to focus on the development of students’ ability to discover,appreciate and create beauty.The shortcomings of this study include the limitations of the survey population,the inadequate sample size,and the fact that the evaluation of textbook illustrations requires a high level of aesthetic power,colour matching and visual psychology,which the author lacks in this respect.