少儿英语教材中的视觉形象与图像-文本关系

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Yan Zhu, Nan Yang
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引用次数: 0

摘要

中国新发布的国家英语课程标准中一个值得注意的变化是将“观看”能力纳入其中,即获取图形、照片和动画等多模态语篇所传达的信息的技能(MOE, 2022a)。为了研究如何编写英语教材来培养学习者的阅读能力,我们对两个系列的英语教材(N1 = 12,N2 = 6)进行了描述性内容分析。根据Fingeret的图形分类(2012)和Martinec和Salway的图像-文本关系框架(2005),我们对总共7182幅视觉图像进行了编码,以研究在两个教科书系列中,不同类型的视觉图像和图像-文本关系在频率和分布方面是如何被利用的。结果表明,两个系列教材都具有视觉图像使用多样化的特点,中国系列教材只使用漫画,而全球系列教材在使用漫画的同时还使用照片。在图像-文本状态关系中,平等关系比不平等关系所占比例更大,扩展逻辑-语义关系比投射关系出现的频率更高。结论部分提出了处理视觉图像和图像-文本关系对少儿英语教材的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Visual images and image-text relations in ELT textbooks for young learners
A noteworthy change in China’s newly released national English language curriculum standards is the inclusion of ‘viewing’ ability, i.e., the skill of acquiring information conveyed in multimodal discourses like graphics, photos and animation (MOE, 2022a). To investigate how ELT textbooks are compiled to foster learners’ viewing ability, we conducted a descriptive content analysis of two ELT textbook series (N1 = 12, N2 = 6) for young learners. Informed by Fingeret’s classification of graphics (2012) and Martinec and Salway’s framework of image-text relations (2005), we coded a total of 7182 visual images to examine how different types of visual images and image-text relations were utilised in terms of frequency and distribution in the two textbook series. Results show that both textbook series feature the use of diverse visual images and the Chinese ELT textbook series exclusively use cartoons, whereas the global ELT textbooks use photos in addition to cartoons. Regarding image-text status relations, equal relations constitute a larger percentage than unequal relations, and the expansion logico-sematic relations appear much more frequently than the projection relations. Implications for dealing with visual images and image-text relations in ELT textbooks for young learners are suggested in the conclusion section.
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CiteScore
2.30
自引率
7.70%
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