| Today,people have entered a multimodal society.Teaching materials,as an important teaching medium,are also featured by multimodality.Text is not the only way of presenting knowledge.Other symbol resources are affecting the form and functions of textbooks,such as images,audio,colors,typography,and animation.However,in the research of multimodality,the analysis on the complementary relationship between image and text in textbooks is still rare.Therefore,it is necessary to analyze the complementary relationship between picture and text in textbooks from the perspective of multimodality.This research is conducted under the framework of Royce’s intersemiotic complementarity theory.The data of this thesis are from the text part of 5 junior high school textbooks by Hebei Educational Press.This thesis aims to study the following questions:(1)What are the distribution features of the six semantic relations between pictures and texts in the text part?(2)How do pictures and texts realize ideational meaning complementarity?Through a careful qualitative and quantitative analysis of the collected 571 pictures and 252 texts,the following conclusions are drawn.(1)In the text part of the five English textbooks,picture-text semantic relations are distributed diversely.the most prominent picture-text relation is repetition,which occupies 61.30%,followed by “collocation” and “synonymy”,which take up 17.51%and 15.59%.The proportion of “meronymy” and “hyponymy”is very low with the percentage of 3.33% and 2.28% respectively.However,“antonymy” does not appear in this set of text books.The distribution results of the picture-text semantic relations in different textbooks show that with the growth of the grade,the frequency of the“repetition” in the text part is gradually decreasing,while the frequency of the“synonymy”,“hyponymy” and “collocation” relations between pictures and text are gradually increasing.(2)In terms of how texts and pictures complement each other in constructing ideational meaning,there are different complementary modes relations in the textbooks.First of all,pictures and texts realize the intersemiotic complementarity of the ideational meaning through repetition and synonymy,which reveals that texts and pictures support each other in order to present the same theme.The research finds that a certain theme is constructed more effectively by using pictures and texts jointly than separately.That is,in the text part of the textbooks,picture-text complementarity can help students understand the meaning of the text more vividly and intuitively.Secondly,pictures and texts also achieve intersemiotic complementarity of ideational meanings through collocation.Pictures and texts show the ideational meaning of different aspects of the same theme respectively,so as to achieve the effect of constructing the meaning together.Thirdly,the meaning of pictures and texts co-constructed by way of hyponymy and meronymy will be greater than the meaning shown in the text,so that the students can go beyond the textbook knowledge to explore and discover more at a deeper level.However,antonymy does not occur in the textbooks,because it will increase the students’ burden for understanding of the textbooks,thus hindering the students’ learning cognition.In addition,through the analysis,it is found that there is a semantic gap between the complementary ideational meaning of picture and text,which is mainly due to the lack of such visual information elements on the text as “circumstances” and “attributes”.Teachers can employ this phenomenon to guide students to pay attention to the information that does not appear in the text but in the pictures and to take further exploration.The purpose of this thesis is to draw both teachers’ and learners’ attention to the complementary relationships between pictures and texts.Teachers should understand and make full use of the multimodal resources in the teaching materials,strengthen the teaching effect in class to enhance the students’ learning interest,so as to help better achieve the teaching objectives and improve the students’ ability of multiliteracy.In addition,this study also has implications for the compilation of teaching materials.The arrangement of the relationship between pictures and texts should be consistent with the students’ cognitive characteristics and the functions of the textbooks as well. |
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