新旧人教版初中英语教材的图文关系对比研究——以七年级上册为例
Comparative Study on Image-Text Relations between Old and New PEP Junior High English Textbooks—Taking the First Semester Textbook of Seventh Grade as an Example

根据《义务教育英语课程标准(2022年版)》的规定，初中学生在英语语言技能的培训中，不仅要加强听、说、读的技能，还需要熟练掌握“看”的能力。采用这样的方法可以有效地推动学生在多模态学习领域的技能发展。此外，教科书中的视觉和文字描述构成了培养“看”能力的关键途径。本项研究基于Martinec和Salway的图文关系理论，并结合了定量和定性的分析方法，对新旧人教版七年级上册的图文关系特性进行了深入的探讨，试图解答新旧人教版英语教材在图文关系特性上的差异，以及图文关系如何在新旧人教版初中英语教材中发挥其教育作用。经过研究发现，相较于图片附属于文字的情况，图文关系中文字处于次要地位的现象较为罕见，这进一步印证了文字在多模态文本中依然占据主导地位。这与英语教材的根本编纂宗旨相联系，鉴于其核心价值在于提供语言学习的范例，以辅助学生进行语言习得，故而文字在多模态语篇中始终占据主导地位。此外，新教材在图文配比上减少了平等性，但这并不表明图片模态的重要性有所降低。这是由于新教材在图文独立关系上的比例有所下降，这意味着图片与文字的关系更为密切。并且，四种图文关系在新旧人教版初中英语教材中均有所体现，并发挥着教育功能。
The “English Curriculum Standards for Compulsory Education (2022 Edition)” stipulates that junior high students must not only develop English language abilities like listening, speaking, and reading, but they should also possess the ability of “viewing” to enhance their multimodal learning. Drawing from Martinec and Salway’s concept of image-text connections, this study utilizes both quantitative and qualitative approaches to relatively examine the nature of image-text relationships in both the old and new editions of the PEP (People’s Education Press) textbooks for the first semester of seventh grade. It attempts to answer how the characteristics of image-text relations differ between the old and new editions of PEP English textbooks and how these relations fulfill their educational functions in them. In multimodal texts, instances where text is subordinate to images are relatively scant, suggesting that text holds a superior position. This hierarchy aligns with the fundamental objective of compiling English textbooks, which primarily aims to offer linguistic exemplars to facilitate students’ language acquisition. Consequently, text consistently holds a dominant role in such texts. Furthermore, there’s been a decrease in the balance of images and texts in the updated textbooks, yet this doesn’t lessen the importance of image modality. This is due to the fact that the new textbook has decreased the percentage of independent relationships between pictures and text, which means that the pictures are more closely related to the text. Notably, both the old and new PEP junior high school English textbooks encompass all four types of image-text relations, fulfilling their educational functions.