Full Description
Exploring multimodality in English language teaching textbooks, this book focusses on how language and image are co-deployed within these resources in order to create and convey interpersonal meaning. Presenting cutting-edge research in appraisal studies and multimodal discourse analysis, Yumin Chen uses systemic functional linguistics and social semiotics to investigate how different voices are introduced and aligned inter-modally in textbooks, extending the appraisal systems of engagement and graduation across language and image. The book also demonstrates how linguistic and visual semiotic resources co-instantiate attitude, paying special attention to the attitudinal dimension of curriculum goals for school students of different ages. Furthermore, it examines how different kinds of coding orientation are deployed in various educational contexts and different constituent genres.
Demonstrating how the linguistic and semiotic theories can be adapted to analyze multimodal texts across language and image, Interpersonal Meaning in Multimodal English Textbooks offers new perspectives on how to employ multimodal resources to enhance the teaching and learning of English as a foreign language.
Contents
List of Figures
List of Tables
Foreword, James R. Martin
Acknowledgements
1. Introduction
2. Research Background: Multimodality, Multiliteracies, and EFL Education in China
3. Theoretical Foundations
4. Heteroglossic Harmony: Multimodal ENGAGEMENT Resources and Voice Interaction
5. Attitudinal Accumulation: Verbiage-image Complementarity and Co-instantiation
6. Contestable Reality: A Multilevel View on Modality in Visual Communication
7. Conclusions and Recommendations
Notes
References
Appendixes
Index
