Research On Multimodal English Textbook

Textbook is not only an important carrier of knowledge and culture in the field of education, and it also has the most direct impact on the leader and the subject in this field. However, English textbook is not only the reflection of the English curriculum standards’ concept, but also the main virtue of English classroom teaching and one of the cores in English curriculum implementation. The English textbook analysis has always been highly concerned by the English education and teaching Practitioners, and they have analyzed and researched all kinds of English textbooks from a variety of perspectives. However, there is rare study among those studies, which analyzes a specific English textbook from the point of view of the multi-modal discourse analysis comprehensively.In view of the above mentioned, this study analyzed and researched the Oxford edition primary school English textbooks from the multi-modal discourse analysis based on Kress&Leeuwen’s Multimodal Discourse analysis framework, supported by Halliday’s textual function theory. To make the study of primary school English textbooks closer to the student’s acceptance, the combination the pedagogy theory of multiple intelligences, the cognitive Theory and Psychology emotion theory are combined into this study. Through this study, we could understand deeper the presentation forms of the multi-modal discourse and then provide teaching suggestions for front-line teachers from more angles to make this edition textbook use better, and more references for textbooks composing.This study includes the following six parts:First, introduction part includes the background and significance of multi-modal discourse analysis study of primary school English textbooks.Second, this part elaborates the current research status of textbook multi-modal discourse analysis at home and abroad, as well as an overview of theories refers to the textbook discourse and multi-modal discourse.Third, analyze the multi-modal discourse in the Oxford edition Primary English textbooks and the status of the parts and usage of this edition textbook.Fourth, elaboration of research questions and research design, including students and front-line teachers’ survey analysis, is an important part of this study;Fifth, the multi-modal discourse analysis compared with PEP Primary English textbooksSixth, conclusion:Through analyzing the multi-modal discourse in the Oxford edition Primary English textbooks, students and front-line teachers’ survey, as well as the multi-modal discourse analysis compared with PEP Primary English textbooks, we could draw the following conclusions:1.The Oxford edition Primary English textbooks’ multi-modal discourse setting is more reasonable and able to meet the pupil’s cognitive ability, but there is still space worth to expand;2.1n the field of teaching, multi-modal discourse could enrich the teaching forms, such as textbook drama and so on;3. From the effect of the students’ studying, textbook is not just an important carrier, and also an important aspect makes the students interest in this subject.