多模态语篇分析下人教版高中英语教材的图文地位关系研究——以人教版高中英语(2019年版)必修二教材为例
A Study on the Image-Text in the PEP High School English Textbook from the Analysis of Multimodal Discourse—Taking the Compulsory Second Textbook of PEP High School English (2019) as an Example

在信息化时代背景下，多模态语篇在人们日常生活和工作中正逐渐发挥重要作用。英语教学中，教材的编写已逐步呈现出多模态的发展趋势，教材中采用多种多样的多模态资源。其中，教材中的图文关系在多模态资源中发挥着独特的作用。本文以Martinec和Salway的图文地位关系理论为基础，分析人教版高中英语(2019年版)必修二教材中的图像模态与文本模态的关系。本文研究结果显示人教版高中英语(2019年版)必修二教材中图像和文本处于平等关系占比较高，图文独立关系更为普遍。同时，本文结合人教版高中英语(2019年版)必修二教材中出现的图文关系，为高中英语教师和学生理解、使用教材的多模态资源，有意识地提高学生的多模态识读能力和“看”的语言技能提供一些参考和建议。
In information age, multimodal discourse is gradually playing an important role in people’s daily life and work. In English teaching, the compilation of textbook has gradually shown a trend of multimodal development, and a variety of multimodal resources are used in textbook. Among them, the image-text relationship in textbook plays a unique role in multimodal resources. The paper is based on Martinec and Salway’s theory of the relationship between image and text status, and analyzes the relationship between image modality and text modality in the compulsory second textbook of PEP High School English (2019). The research results show that the proportion of images and texts in the equal relationship is relatively high, and the independent relationship is more common. At the same time, this paper combines the image-text that appears in the compulsory second textbook to provide some reference and suggestions for high school English teachers and students to understand and use the multimodal resources of the textbook, consciously improve students’ multimodal reading ability and language skills of “viewing”.