A Study On The Way Of Constructing The Graphic Modality Of “YCT Standard Course” From The Perspective Of Appraisal Theory

There is an interdependent and mutually reinforcing relationship between International Chinese language teaching materials and international Chinese language education.International Chinese language education is gradually becoming standardized,systematic and scientific,and the increasing demand for international students to learn Chinese language will inevitably put forward higher requirements for international Chinese language teaching materials.As the first Chinese textbook for young learners,the quality of the basic comprehensive courses affects learners’ interest and learning efficiency,and to a certain extent determines whether learners can successfully pass the corresponding exams.The interaction between text and image modalities has a potential for meaning and can be discussed from the functional dimension of discourse.Therefore,we choose to study the way of constructing the graphic modality of the YCT Standard Course from the perspective of evaluation theory.The target group of the YCT Standard Course series is mainly overseas primary and secondary school students aged 6-15,and this is the first set of Chinese textbooks that most of them are exposed to,and they need to pass the YCT level exam after completing the study of the textbooks.Based on the structural arrangement of graphic modalities and their functional differences in expressing the writer’s voice,the textbook character’s voice,and the learner’s voice,the graphic modalities in the YCT Standard Course series can be broadly classified into five categories: paraphrased label graphic modalities,behavioral cue graphic modalities,discourse mark graphic modalities,components to be filled graphic modalities,and table of contents graphic modalities.These five graphic modalities together highlight the practical and interesting nature of the YCT Standard Course materials.The graphic modalities in the YCT series are mostly "heterogloss" interventions,and the authors have chosen fewer discursive devices that lack a certain degree of discernment.Most of the changes in the inter-subjective function of intervening graphic modalities tend to expand the dialogue space,so that learners have more possibilities to initiate conversations and provide opportunities for teacher-student and student-student interactions in the classroom.In the attitude assessment of graphic modalities in textbooks,the total amount of graphic modalities used by the writers for emotional interpretation is richer,but the variety is less,and only quality-based evaluation functions are selected;while the graphic modalities for moral judgment and aesthetic appreciation occupy a smaller share,but subdivided into the subsystems of social sanction,social esteem and reaction,composition,and value connotation can be found to be reflected,and the attitudes towards the main position of small sentences The analysis is more complete.The graphic modality of discourse and focus assessment are reflected more significantly in the whole set of materials,but there is still room for improvement in refining the distribution of the degree of each intervening voice.Based on the qualitative and quantitative statistics and the comparative analysis,practical suggestions are proposed for editors to weaken the difficulty of new words,increase the opportunities for interaction and develop supporting resources by adjusting the graphic modality.Some teaching suggestions are also provided for reference in demonstrating style conversion,assisting in learning and memory,and improving usage methods.