Study on the Metamodels Used in Senior High School English Textbooks: An Analysis of the People’s Education Press (PEP) Edition

Luyao Cheng

doi:10.18686/ahe.v8i11.14067

Study on the Metamodels Used in Senior High School English Textbooks: An Analysis of the People’s Education Press (PEP) Edition

Luyao Cheng

Abstract

This study investigates the multimodal metaphorical expressions present in the People’s Education Press (PEP) senior high school English text books, which is one of the widely used textbooks in China. Realizing that we can spread and learn about the information through the means of text, pictures, the structure of a page and so on, this research finds out how a combination of text, images and layout work together to make meaning metaphorically. Leveraging Conceptual Metaphor Theory, frameworks of multimodality and multimodal metaphor, I am hoping to find out some common types of multi-modal metaphors, investigate how these multimodal metaphors can be constructed, and discuss their potential functions in teaching and learning English. The results show that multimodal metaphors have an important but implicit role in these textbooks in vocabulary learning, grasping abstract concepts, learning about cultures, and teaching multimodal literacy.

Keywords

Multimodal metaphor; English textbooks; PEP edition; Multimodality; Conceptual metaphor; Pedagogy

Full Text:

PDF

Included Database

References

[1] Li Weixuan. Research on the Application of Multimodal Metaphor in High School English Reading Teaching [D]. Minnan Normal University, 2023.

[2] Du Yina. Research on the Multimodal Presentation of Values in High School English Textbooks and Teachers’ Textbook Usage [D]. Shandong: Qingdao University, 2023.

[3] Li Qiaoyang. A Multimodal Discourse Analysis of the PEP High School English Textbooks [D]. Zhejiang: Zhejiang Normal University, 2021.

[4] Tan Yan. A Multimodal Discourse Analysis of the Oxford High School English Textbooks [D]. Hunan: Hunan University of Science and Technology, 2012. DOI:10.7666/d.D290845.

[5] Li Zhaoyang. A Multimodal Discourse Analysis of the FLTRP High School English Textbooks [D]. Chongqing: Chongqing Normal University, 2017.

[6] Bai Qiuchun. A Multimodal Discourse Analysis of the PEP High School English Textbooks [D]. Fujian: Zhangzhou Normal University, 2013.

[7] Du Juan. A Multimodal Discourse Analysis of the BNU High School English Textbooks [D]. Gansu: Lanzhou University of Technology, 2019.

[8] Bao Xujie. A Multimodal Study of the PEP and Yilin High School English Textbooks [D]. Hunan: Hunan Normal University, 2020.

[9] Shao Rong. A Multimodal Discourse Analysis of the Oxford High School English Textbooks—Taking the Reading Section as an Example [D]. Chongqing: Southwest University, 2015.

[10] Wu Qinxiang. A Multimodal Discourse Analysis of High School English Textbooks [J]. Language, Mathematics and Foreign Language Learning (English Education), 2013(1):6.

[11] Bai Guiling. A Multimodal Discourse Exploration of the PEP High School English Textbooks [J]. Campus English (First Issue), 2015(1):93-93. DOI:10.3969/j.issn.1009-6426.2015.01.076.

[12] She Chunlin. A Multimodal Discourse Analysis of the New BNU High School English Textbooks [D]. Chongqing: Chongqing Normal University, 2022.

DOI: http://dx.doi.org/10.18686/ahe.v8i11.14067

Refbacks

There are currently no refbacks.