A Contrastive Analysis Of The Image-text Relations In EIM And Go For It! English Textbooks

Constructing meaning by means of image-text combinations plays an important role in the multimedia era.The cultivation of students' ability to interpret image-text combinations is helpful for the efficient interpretation of the information in image-text combinations in their lives.Textbooks are the carrier of English teaching in our country.The analysis of textbooks is conducive to teachers for designing lesson plans and to students for understanding and internalizing knowledge.This thesis researches on the relations between images and texts of the image-text combinations in Go for it! English textbook series which is commonly used in public schools in our country,and in English in Mind textbooks that are applied in many foreign language schools,in order to solve the following three research questions:(1)What is the status of images and texts in EIM and Go for it! English textbook series which are designed for junior high school students?(2)What are the logico-semantic relations of images and texts in EIM and Go for it! English textbook series which are designed for junior high school students?(3)What are the similarities and differences between Go for it! and EIM English textbook series in terms of the different proportion of each type of image-text status and logico-semantic relations?This research is based on the image-text relation system proposed by Martinec and Salway(2005).And taking image-text combinations in PEP edition English textbooks Go for it! and English original textbooks EIM publlished by CambridgePress which are applied in junior high.After analysis and discussion,the following results were obtained:(1)As for the status of images and texts in EIM textbooks and Go for it!textbooks,images and texts related by image being subordinate to the text take up the largest proportion in both two different editions of textbooks.It indicates that images play an auxiliary role to help texts to convey information in most cases.(2)The logico-semantic relation of extension has the largest proportion in both two series of textbooks,which means that either images or texts add information for one another.It shows that the acquisition of complete information needs to combine both images and texts.(3)Through the comparison of the image-text relations between EIM textbooks and Go for it! textbooks,it is found that the most significant difference between the two editions of textbooks is the proportion of images and texts being independent and the proportion of projection of locution.The reason for this difference is related to the different language learning environments of the target learners of these two editions of English textbooks.In the last chapter of this thesis,the author has elaborated on the obtained data and the meaning behind it,and puts forward some suggestions on how to deal with the image-text combination from teachers' perspective.At the same time,due to the lack of practical teaching experience,there are still some shortcomings in this research.Therefore,some suggestions for further studies have been also given.