Exploring the multimodality of EFL textbooks for Chinese college students: a comparative study  

Oleh:

Liu, Xiqin ; Qu, Dianning

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: RELC Journal (sebagian Full Text) vol. 45 no. 2 (Aug. 2014), page 135-150.
Topik: Multimodality; multimodal discourse analysis; intersemiotic complementarity; EFL textbook
Fulltext: Exploring the Multimodality of EFL Textbooks.pdf (583.73KB)

Isi artikel

To explore the multimodality of two representative EFL textbook series for Chinese college students, their visual and verbal semiotic modes were compared. The target textbooks are Experiencing English and New Century College English. Through multimodal discourse analysis, the study aims to shed some light on how to develop high-quality multimodal EFL textbooks. The main findings are: (1) EE and NCCE are similar in the fact that their representative multimodal texts are visually-verbally coherent and both demonstrate prominent features for intersemiotic semantic relations; (2) their differences are EE displays a higher degree of interpersonal intersemiotic complementarity and multimodality facilitates the realization of different modern educational concepts — constructivism in EE and humanism in NCCE; and (3) such differences are related to or may partially result from the differences in the language difficulty of textbooks and English proficiency of target learners. As a pioneering attempt to probe into the possible relationship between multimodality and modern educational concepts in EFL textbooks, the study shows the importance of properly arranging the different modes in a double-page spread. It also suggests that EFL textbook compilers consider the learners’ English proficiency and appropriately employ the variety and number of multimodal resources to achieve optimal intersemiotic complementarity.

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