A Research On The Use Of Multimodal Resources Of Junior English Textbook Published By P.E.P

With the development of word processing technology,in the textbook,more and more semiotic resources cooperate with each other to make meaning.Just as words,these semiotic resources also play an important role in the process of transferring information.Multimodality is an important characteristic in the modern textbook.With the introduction of the multimodal theory,more scholars begin to analyze the multimodality of the textbook based on Kress and Van Leeven’s visual grammar as well as Martinec and Salway’s image-text relation framework;they explore how the semiotic resources interact with each other to construct meaning,aiming to help teachers and students understand and use these resources better.Zhang Delu points that multimodal textbook is composed of various modes,including words,picture,table,video and tape,they appear at the same time or according to a certain order.P.E.P junior English textbook not only contains the visual mode but also has the audio mode;it is a typical multimodal textbook.However,as the direct users of the textbook,what are teachers and students’ views on these multimodal resources? What is present situation of use of multimodal resources? What are the problems existing in the use of multimodal resources? This paper chooses the visual modes in the P.E.P English textbook,including picture,color,font and typography,as the research contents and distributes the questionnaire to the 420 students and 21 teachers.In order to further understand the current situation,the study also adopts interview and classroom observation.The results show that students’ overall evaluation on the multimodal resources design in Grade Threeis higher than other two grades.But satisfaction degree of students in three grades about the multimodal resourcesdesign is not high,especially in the collocation of the text and picture.Although most students agree multimodal resources can contribute to their learning,their consciousness of them isrelatively lower.Compared with students,teachers’ evaluation on the multimodal resources is relatively higher,especially in the design of picture.A majority of teachers agree that the use of multimodal resources can contribute to English teaching.All the students tend to learn with the help of table and chart.But students’ overall use of multimodal resources in Grade Oneis better than other two grades.In the use of multimodal resources,teachers are inclined to use the picture to introduce an interest topic,while other resources are usually used in drawing students’ attention or emphasizing the key points.However,most teachers can not combine these resources with teaching content perfectly.In addition,teachers seldom guide students to notice these resources.The problems existing in the use of multimodal resources contain: 1)Teachers lack the knowledge of multimodal theory and pay less attention to cultivating students’ multiliteracy.And also,their multimodal resources use only remains in surface;2)Students’ satisfaction degree to the multimodal resources design is lower and they need teachers’ guidance and help;3)The presentation of multimodal resources is not distinct;the selection of picture content is inappropriate.It is hoped that the study can draw teachers and students’ attention to these resources and pay more attention to cultivating students’ multiliteracy.The study also aims to promote the teaching and learning efficiency and improve the utilization of the textbook at the same time.