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The Use and Analysis of Image Resources in Junior High School English Textbooks under the Framework of Intersemiotic Complementarity Theory

Author(s)

Qiuwen Wang

Affiliation(s)

School of Foreign Languages, Liaocheng University, Liaocheng, Shandong, China

Abstract

Based on the theory of intersemiotic complementarity, this paper probes into the current situation of the use of image resources in junior high school English textbooks and the interactive relationship between image resources and texts. By analyzing the types, functions and text-image interaction modes of image resources, this paper puts forward optimization methods and strategies for the application of image resources in English textbooks. The rational use of image resources can effectively enhance students’ interest in English learning, which is of great theoretical and practical significance for junior high school English teaching. However, due to the limitations of teachers’ professional development and other factors, the use of image resources in English textbooks by front-line teachers is still in the initial stage. Most teachers fail to tap the profound educational value behind image resources, and there is no unified cognition on the new ideas and methods of using image resources proposed in curriculum standards. In this context, this paper intends to put forward targeted application strategies for front-line English teachers to properly use image resources in English textbooks, so as to help teachers correctly understand and use image resources in textbooks.

Keywords

Intersemiotic Complementarity Theory; Junior High School English; Textbook; Image Resources

References

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