The Study On Illustration Effect Of Junior English Textbook

The research is consisted of survey and experiments.In the perspective of materials and learners,the researcher uses experimental method to examine the illustration effect of Junior English textbook. By the survey and interviews of teachers and students, we discover that the illustration configuration on English textbook is generally satisfied. But the use of the illustration is less than ideal, and the question of how to use illustration under different circumstances is still controversial. In this research, we examined the influence of the illustrations and learning tasks, and the cognitive level of learners on reading, from the perspective of the presentation of background illustrations and illustration types. From the experiment of 2(learning tasks)×5 (presentation of background illustrations), we can conclude: both the presentation of background illustrations and the learning tasks have great influence on reading, and the interactive effect between them reaches a significant level on both total scores and understanding scores;local background illustrations are helpful for understanding of the content, and better than whole background illustrations, especially on speed reading;the colour of the illustrations need to be controlled. From the experiment of 3(illustration types)×3(cognitive levels), we can conclude :both illustration types and cognitive levels have great influence on reading, and the interactive effect between them reaches a significant level;to the low cognitive level group,the specific illustrations are more helpful;the abstract illustrations are better for the medium cognitive level group,but have interference on the group of low level;the effects of the specific illustrations and the abstract illustrations are not significant to the group of high cognitive level. In a word, the design and application of illustration on Junior English textbook needs to be considered with the function of illustration and follow the rule of moderation, and also has to match with the learning tasks and cognitive levels of students,so as to to maximize the positive effect of illustrations.