A Study Of Image-text Relations In PEP English For Senior High School(2019)

The National English Curriculum Standard for High School(2017)has added“viewing” as one of the elements in students’ language ability based on the development of multimodality research.It is known to us that if properly designed,illustrations can enhance learners’ English reading performance.However,it is found that a limited number of studies have stressed the image-text relations and illustration functions in EFL textbooks.The study intends to evaluate illustrations in the textbooks,that is,PEP English for Senior High School(2019).Based on the Grammar of Visual Design(Kress & Van Leeuwen,2006)the study uses the analytical framework for the image-text relation proposed by Marsh and White(2003)to explore the functions of illustrations in this textbook.Three questions are answered:(1)What are the major functions of image-text relations in PEP English for Senior High School(2019)?(2)What is the frequency of each type of function fulfilled in the listening,reading,writing modules respectively in the textbooks?(3)What functions are appropriately fulfilled and what potential problems of illustrations exist in the textbooks?To examine the image-text relations and functions,illustrations in each of the listening,reading and writing modules in the textbooks are divided into pre-,while-,and post-sections.The frequency of each image-text relation type and illustration function fulfilled in each section is counted and analyzed.Then,teachers and students in high school are interviewed for their opinion on the illustrations.Based on the analysis and interviews,illustration functions are evaluated,and problems are discussed.The study has the following findings.Major types of image-text relations and functions found in PEP English for Senior High School(2019)are sampling,common referencing and describing.In the listening module,the illustrations in the pre-listening section have the most diverse functions with the major functions of sampling,common referencing and paralleling;in the while-listening section,the major function of the illustrations is describing;in the post-listening section the major function is sampling.In the reading module,most of the illustrations are centered in the while-reading section.Besides,the functions in the reading module are most diverse compared to other modules.The major functions in the while-reading section are sampling and describing,with common referencing and complementing occasionally fulfilled.In the writing module,the illustrations are centered in the pre-writing section with the major functions of sampling and describing,which is much the same as those in the while-reading section.Evaluations have found that the following single functions and combinations are appropriately fulfilled,namely,sampling,describing,eliciting emotion and emphasizing,describing and complementing,sampling and paralleling,common referencing and paralleling,graphing and inducing perspective.However,some illustrations are found to be inappropriately designed,namely,causing confusion regarding comprehension,failing to match the topic of the text,and being contradictory to the main idea of the text.The findings of this study can help textbook designers to improve the quality of illustrations of textbooks.Besides,the findings can give some suggestions for teachers to improve the effectiveness when using illustrations in English teaching.