Multimodal discourse analysis of the 2024 edition of foreign language teaching and research press junior high school English textbooks
2024年版外研社初中英语教材的多模态话语分析

摘要

随着新课标对核心素养培养与多模态教学的重视，初中英语教材作为语言教学的核心载体，其多模态资源的设计与利用逐渐成为教学研究的焦点。本研究以2024年版外研社八年级上册英语教材为研究对象，基于韩礼德系统功能语法与Kress和Leeuwen的视觉语法，聚焦文字、图像、符号三类核心模态，探究教材多模态话语的分布特征与功能机制。研究发现，教材通过多种模态资源协同传递知识，顺应新课标要求，实现育人价值。研究为初中英语教材的多模态设计分析提供实践参考，同时为教师高效利用教材多模态资源提供策略启示。

Abstract

With the new curriculum standards emphasizing the cultivation of core competencies and multimodal teaching, as the core carrier for language instruction, the design and utilization of multimodal resources in junior high school English textbooks have increasingly become a focus of pedagogical research. This paper examines the 2024 Edition of the FLTRP’s Grade 8 English textbook, Volume 1. Drawing upon Halliday’s Systemic Functional Grammar and Kress and Leeuwen’s Visual Grammar, it focuses on three core modalities including text, images, and symbols to explore the distributional features and functional mechanisms of multimodal discourses within the textbook. It is found that the textbook delivers knowledge through the coordinated use of diverse modal resources, aligning with the new curriculum standards to achieve its educational value. The findings provide practical insights for multimodal design and analysis of junior high English textbooks and offer strategies and guidance for teachers to effectively utilize multimodal resources within textbooks.