Analysing English Language Textbooks: Case studies from a multimodal perspective
Moving from infirmity to interactivity, linguists have gradually extended their interest in multimodal studies in the past couple of decades. Kress and van Leeuwen (2006), Martin (2002), Ventola (2006), Matthiessen (2007), Bateman (2008) and many others have successfully applied Hallidays (1994) systemic-functional approach to meanings made from a combination of language, images, sounds, actions and other semiotic modes. However, little research has been conducted to analyze ELT textbooks from a multimodal perspective, which is a central part in classroom practice. This study analyzes and compares multimodally in three different ELT textbooks used in China. It explores how ideational, interpersonal, and textual meanings are realized through the codependence of visual and linguistic semiotic modalities in page layouts, and discusses the implications of this study in teaching and learning at schools.
multimodal analysis multimodality elt textbooks layout metafunctions
Francis LOW Songdan GUO
Department of English, The Hong Kong Polytechnic University
国际会议
The 36th International Systemic Functional Congress(第36届国际系统功能语言学大会暨第十一届全国功能语言学研讨会ISFC36)
北京
英文
196-203
2009-07-14（万方平台首次上网日期，不代表论文的发表时间）