Images of New Headway Textbook from a Multimodal Perspective
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Date
2018
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Université Mouloud Mammeri Tizi Ouzou
Abstract
The present study aims at investigating the role of images presented in the New Headway
textbook, and its impact on the learners’ understanding and acquisition of new English
vocabulary. In the advanced hypotheses, images are useful and successful in facilitating the
comprehension and the learning of new English words. To test the hypotheses, three images
presented in the New Headway textbook have been analyzed using Kress and Van Leeuwen’s
theory “Reading Images: The Grammar of Visual Design” (2006). For the sake of
triangulation, two extra research tools have been used: Interview and questionnaire. The
interview was conducted with three English teachers in Ecomode private school at Tizi-
Ouzou; and the questionnaire was designed to 27 EFL learners of the third level in Ecomode
School at Tizi-Ouzou. This study is based on the Mixed Method Research to collect and
analyze the data. The data gathered from the learners’ questionnaire are presented with the
use of the Statistical Package for the Social Science (SPSS), and both the questionnaire and
the interview are analyzed using the Content Analysis Method. The results obtained from this
study show that the use of images in textbooks is helpful for the learners to acquire more
English words and raise their motivation throughout the learning process. These results
confirm our hypothesis and reveal that images in textbooks improve learners’ vocabulary and
make learning easier.
Description
30cm ; 58p.
Keywords
EFL Textbook, , Images, Vocabulary, Multimodality.
Citation
Didactics of foreign Languages