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give an overview of research on analyzing culture in EFL textbooks whichinvolves critical discourse analysis on culture in EFL textbooks and thematic approach onthe study of culture in textbooks. Section 2.2 is concerned with multimodal discourseanalysis on textbook discourse in outlining what has been done to study textbook discoursein the field.

2.1 Research on Analyzing Culture in EFL Textbooks
A great deal of research has examined culture in English language textbooks. Scholarsfrom some related fields have focused on the study of textbooks. Some research paysattention to the cultural knowledge in the textbook and applies some tools (e.g., frequencyof verbs or nouns) to explore how dominant cultural and political ideologies emerge invisual and textual contents. Also, many scholars look at the cultural contents of textbooksand categorize them to make a general understanding of cultural meaning. The generaltrend of understanding how culture is presented in textbooks is usually through quantitativeresearch tools and qualitative methods to dig out the underlying ideology or hegemony.
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2.2 Multimodal Discourse Analysis on Textbook Discourse
Michael Halliday’s (1978) introduction of social semiotics broadens the narrow focuson written language to visual images and the multimodal approach to discourse analysis isbased on his theoretical foundation of social semiotics. At the same time, multimodalityhas become a basic feature of textbook design with the development of visual culture,especially in senior high school. Actually, it is necessary to conduct a study on thecharacteristic of textbooks from the perspective of multimodal discourse analysiscontributing to have a better understanding of the meaning-making resources in textbooks.This section begins with the introduction of the concept multimodality and then carries onwith a review of multimodality research in textbook discourse analysis.In order to have a thorough understanding of multimodal approach to the textbook,first we should turn to the term multimodality and make some explanations. Linguists andscholars define multimodality from different perspectives. O’ Halloran (2004) and Baldry& Thibault (2006) view multimodality as semiotic resources in texts, including spokenlanguage, visual image, written language, space and other resources which can constructtext. Some scholars have defined ‘multimodality’ from the perspective of social linguistics.Multimodality has been viewed as the various modes utilized in communication, such aslanguage, images, colors, flavor etc. Kress and van Leeuwen (2001) have defined thatmultimodality is employment of various semiotic modes in designing a semiotic product orevent, as well as the certain way in which some modes integrate to achievecommunications. Thus, the multimodal discourse analysis is the analysis of several of thedifferent semiotic modes in a text or communicative event. According to Kress and VanLeeuwen (2006), the aim of multimodal analysis is to integrate and correlate therepresentational, interactive and textual meanings realized by different semiotic resources.
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Chapter Three THEORETICAL FRAMEWORK.........10
3.1 Visual Grammar .........11
3.2 Royce’s Framework of Intersemiotic Complementarity....14
Chapter Four THE ANALYSIS OF CULTURAL MEANING-MAKINGRESOURCES........18
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