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e with English.........18
4.2 Multimodal Resources in Advance with English .......19
4.3 Characteristics of Visual Images........21
Chapter Five THE ANALYSIS OF INTERSEMIOTIC RELATIONS...........27
5.1 The Analysis of Ideational Intersemiotic Complementarity ......27
5.2 The Analysis of Interpersonal Intersemiotic Complementarity .........32
5.3 The Analysis of Compositional Intersemiotic Complementarity.......37

Chapter FiveTHE ANALYSIS OF INTERSEMIOTIC RELATIONS INADVANCE WITH ENGLISH

Adapting and extending Royce’s Framework of Intersemiotic Complementarity wehave illustrated in Chapter 2, it shows that verbal and visual semiotic resources function torealize various kinds of and degrees of intersemiotic complementarity. The units ofanalysis in this study include images and texts as well as the accompanying pedagogic task.Unlike reading a novel, signs and sign complexes in textbooks are typically accompaniedby explicit instructions as to how they should be interpreted. As a result, visual and textualelements must be examined in conjunction with tasks aimed at setting them in relation toone another. This has clear implications for the kinds of meaning and interpretation thatmay emerge.For this purpose of explicating the ideational relations between the modes, thefollowing sense relations will be used: Repetition, synonymy, antonymy, hyponymy andmeronymy (Halliday & Hasan, 1985). The general category of collocation (C) for wordsthat tend to occur in various subject areas will also be used (Halliday, 1985).It is argued in this chapter that these semantic categories are similarly useful forexplaining how the constructors of a visual have represented the ideational meanings theywish to convey. Like linguistic structures, visual structures and the visual processesembodied within them are built into the semantics of the various visual communicationmodes, and they are systematically associated with different kinds of participant roles.Visuals are representations of reality, or representations of experience and information, andin that sense they realize the ideational metafunction, where patterns of experience arerepresented.

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CONCLUSION

The present study has focused on the analysis of cultural meaning-making resourcesin the corpus, senior high school English textbooks of Oxford edition Advance withEnglish. By adopting a systemic functional semiotic principle proposed by Kress and vanLeeuwen in outlining a range of cultural meaning-making resources of images in Advancewith English, the thesis has attempted to make a description of characteristics of culturalmeaning-making resources in the textbook and explore the verbal-visual relations incultural interpretations. The following sections contribute to the research questionsadvanced in Chapter 1. Moreover, the limitations of the present study are clarified andsuggestions for further study on textbook discourse are pointed out in this chapter. As for the first research question about characteristics of cultural meaning-makingresources in Advance with English, this paper explores visual modality with specialReference to EFL context. The full use of colors and the different types of visual images arethe vital factors to align readers. To some degree, the nature of culture makes the textbooksproducers tend to favor a very dominant naturalist本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。