A Study On Text Of Elementary Chinese Textbooks Based On The Theory Of Multimodal Discourse Analysis ——A Case Study Of 《Developing Elementary Chinese Synthesis》

In recent years,with the rapid development of information technology and word processing technology,teaching materials show the characteristics of multi-modal.Text is no longer the only way to express meaning,but the integration of multiple symbolic resources to realize meaning,forming a multi-modal teaching material with multiple modes jointly constituting the meaning of discourse.As the two main visual modes of teaching materials,pictures and texts work together to make teaching materials more multimodal.It is necessary to study the text and pictures of teaching materials.There are few studies on the application of multimodal analysis in Chinese textbooks.Therefore,this paper attempts to make a multimodal discourse analysis of Chinese teaching materials as a foreign language,mainly focusing on the graph and text modes of comprehensive primary Chinese teaching materials.In this paper,multi-modal discourse analysis is combined with the research on the primary Chinese comprehensive teaching materials.I and II of Developing Chinese: Primary Comprehensive published by Beijing Language and Culture University Press are selected as the research objects,and Martinec Salway’s text and text relations and Kress van Leeuwen’s visual grammar are used as the theoretical framework for text and text analysis.This paper analyzes the ways in which picture mode and text mode jointly construct text meaning in this textbook from three parts:picture mode,text relation and text meaning.The purpose of this paper is to make a comprehensive analysis of the graphic and graphic research of elementary Chinese comprehensive textbooks by theoretical guidance,sum up the graphic and graphic characteristics of the textbooks,and try to discuss some enlightenments in the graphic design and application of elementary Chinese textbooks in the future.Based on the research conclusions,it can be seen that "Developing Chinese · Primary Synthesis" presents typical multi-modal characteristics.Picture mode and text mode cooperate with each other to complete the construction of the meaning of the textbook,providing a real and rich teaching environment for learners.As a primary teaching material integrating listening,speaking,reading and writing of the whole series,the editor not only uses words to convey information,but also gives full play to the role of images in meaning construction.Pictures and text complement each other to form semantically coherent multimodal discourse.In a word,the graphic arrangement of the textbook conforms to the cognitive characteristics of primary Chinese learners,which is convenient for students to understand and master the learning content,and helps to improve the Chinese level of learners.This study also proves that the multimodal discourse framework is also suitable for the textual research of Chinese textbooks and demonstrates the feasibility of applying the multimodal analysis method to the textual research of textbooks.This paper is an attempt to apply multimodal discourse analysis to Chinese textbooks,hoping to explain the characteristics of text and text,reveal the relationship and significance of text and text through the empirical study of textbooks,and bring enlightenment to the graphic layout and design of primary Chinese textbooks,which will promote the development of TCFL textbooks to some extent.