Abstract
In the background of the new curriculum reform and higher and higher requirements of the society towards students’ comprehensive ability to use English, more researchers begin to study the textbooks. Multimodal Discourse Analysis of the textbook sprang up from the 1990s among the western country, and in this century, increasing numbers of linguistics in China started establishing researched in this field. This study aims to explore the PEP textbooks for primary school students in the perspectives of Multimodal Discourse Analysis. Based on Kress and Van Leeuwen’ s (1995)framework of visual grammar and Janet Jones theory of Multimodal Content Analysis, this thesis is conducted to a description analysis of various modalities adopted in the textbook and try to find out the relations of different modalities in the meaning- making process. Taking the primary school English book of PEP edition book 5 as an example, we organized this study with the following steps. Firstly, conduct search and sort resources. A Preliminary Statistic Analysis will be take to feature out the exactly classes of modality that the textbook contains. Moreover, this study discussed how these different modalities work together to convey meaning by analysis each semiotics in the textbook we study. At last, we will give some considerable suggestions according to the descriptive distributive analysis.
Key words: Multimodal Discourse Analysis; textbook; Visual Grammar; Janet Jones;
Multimodal Content Analysis
Contents
Abstract
摘 要
1.-Introduction-1
2.-Literature Review-2
3.-Data collection of this study-4
3.1 objects of study-4
3.2 Contents-4
3.3 Methodology-4
3.3.1 Documentary method-4
3.3.2 Janet Jones’ Multimodal Content Analysis-4
3.3.3 Visual Grammar-5
4.-Data analysis and discussion-6
4.1 Types of visuals-6
4.1.1 Representational meaning-7
4.1.2 Interactive meaning.-8
4.2 Location-9
4.2.1 Value of information-9
4.2.2 Framing-10
4.3 Proportion-10
5.-Conclusion-12
6. References..13
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