教科书人际意义的社会符号学探究

Exploring Social Semiotics from the Perspective of Interpersonal Meaning in Textbook

本研究以美国加州《语文》教材为语料,运用社会符号学和系统功能语法的基本理论,从人际意义的视角探讨多模态文本的人际符号资源以及符号设计特点,揭示教材编写者如何充分挖掘各种符号模态的意义潜势与读者互动,这对于教科书的编写和我国EFL教学具有深刻的理论和实践指导意义。

Drawing on Systemic Functional Linguistics and the theoretical assumptions in Socials Semiotics, this paper discusses the semiotic resources and muhimodal design in textbook--Language Arts Program, from the perspective of interpersonal meaning, in order to understand how the textbook designer tap the meaning potentiality of different semiotic recourses and interaction with readers. This study will shed light on the EFL Textbook compilation and have pedagogical implications for EFL teaching in China.