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InterpersonalMeaninginTextbooksforTeachingEnglishasaForeignLanguageinChina:AMultimodalApproachCHENYuminPhDUniversityofSydney2009InterpersonalMeaninginTextbooksforTeachingEnglishasaForeignLanguageinChina:AMultimodalApproachCHENYuminAthesissubmittedinfulfillmentoftherequirementsforthedegreeofDoctorofPhilosophyDepartmentofLinguisticsUniversityofSydneyApril2009InterpersonalMeaninginTextbooksforTeachingEnglishasaForeignLanguageinChinaDeclarationIcertifythatthisthesisismyoriginalworktowardstheDegreeofDoctorofPhilosophy.Tothebestofmyknowledge,duereferencehasbeenmadetoallinformationsourcesandliteratureusedinthisthesis,aswellastoanymaterialpreviouslypublishedorwrittenbyanotherperson.Thisthesisdoesnotincorporatewithoutappropriateacknowledgmentsanymaterialpreviouslysubmittedforanotherdegree.SignatureofCandidate_______________________________________Date_______________________________________iiInterpersonalMeaninginTextbooksforTeachingEnglishasaForeignLanguageinChinaAbstractThereisincreasingawarenessamonglinguiststhatdiscourseanalysisinevitablyinvolvesanalysesofmeaningsarisingfromthecombinationofmultiplemodesofcommunication.TheevolvingmultimodalpedagogicenvironmentforteachingEnglishasaforeignlanguage(henceforthEFL),amongothercommunicativecontexts,callsforasocial,semiotic,andlinguisticexplanation.SituatedwithinthetheoreticallandscapeofsocialsemioticsandinthepedagogiccontextofEFLeducation,thepresentstudyaimstoelucidatehowlinguisticandvisualsemioticresourcesareco-deployedtoconstrueinterpersonalmeaninginmultimodaltextbooks.ThedatadrawnuponareeighteenEFLtextbooksforprimaryandsecondaryschooling,publishedbyPeople’sEducationPressbetween2002and2006.Theresearchdesignconsistsofthreecomplementarysub-studies.First,itinvestigatesthewaysinwhichthesemanticregionsofENGAGEMENTandGRADUATIONcanbemodelledinmultimodaltexts,withspecialreferencetotheinterplayofvoicesintextbookdiscourse.Thesecondsub-studyanalyzeshowverbalandvisualsemioticresourcesareco-deployedtoconstruethe‘emotionandattitude’goalhighlightedincurriculumstandards,withaparticularfocusonverbiage-imagerelations.Third,itextendsthelinguisticconcept‘modality’tomultimodaldiscourse,exploringcodingorientationintextsfordifferenteducationalcontextsandbetweendifferentconstituentgenres.Themainfindingsofthisthesisareasfollows:(1)Arangeofmultimodalresources(i.e.labelling,dialogueballoon,jointly-constructedtext,illustrationandhighlighting)areidentifiedasenablingeditorvoicetonegotiatemeaningswithreadervoiceandcharactervoice.ItisfoundthatthewayinwhichanENGAGEMENTvaluecanbescaledisstronglyassociatedwiththeintrinsicpropertyofthegivenmultimodalresource.Theinteractionbetweenmultiplevoicesiscloselyrelatedtocontact,socialdistance,andpointofview.(2)Itisshownthatimagesplayanessentialroleinrealizingattitudinalmeanings.TogetherwithverbalAPPRAISALiiiInterpersonalMeaninginTextbooksforTeachingEnglishasaForeignLanguageinChinaresources,visualsemioticfeaturesworktopositionthereadersinwaysthatalignthemtosetpedagogicgoals,guidingthemincompletingjointly-constructedtexts.Moreover,anattitudinalshiftfromanemotionalreleasetoamoreinstitutionalizedtypeofevaluationcanbeidentifiedasstudentsadvancethroughtheschoolyears.(3)Itisarguedthatwhatcountsasrealinmultimodaltextsissociallydefinedandspecifictoagivencommunicativecontext.Thenatureofpedagogicdiscourseshouldbetakenintoaccountwhenvisualdisplaysareproducedforpedagogicmaterials.Theimplicationsofthisstudyincludeboththeoreticalandpedagogicaspects.TheoreticallyitadaptsandextendsAPPRAISALanalysistomultimodaldiscourse,exploringtheintersemioticcomplementarityandco-instantiationinconstruingglobalevaluativestance.Thissemioticexploration,inreturn,suggestswaysinwhichdiscourseanalysismayhelptextbookusersbetterunderstandandinterpretthemultimodalfeatures.Withtheaffordancesaswellaslimitationsofsemioticresourcesmadeexplicit,wemayhaveonestepfurthertowardsacomprehensiveandcriticalunderstandingofmultimodalconstrualofinterpersonalmeaninginpedagogicmaterials.Keywords:interpersonalmeaning,multimodaldiscourseanalysis,socialsemiotics,APPRAISAL,textbooksforteachingEnglishasaforeignlanguageivInterpersonalMeaninginTextbooksforTeachingEnglishasaForeignLanguageinChina摘要“多模态语篇”指包含一种以上符号系统（如文本、图像、声音、动作等）并通过多种符号资源内部的互动来实现意义的复合话语。在近年来兴起的多模态语篇研究中，语言不再被视为孤立的研究对象，而更多地与参加意义构建的其它符号资源相联系进行分析和解释。教育语境中的多模态现象日益引起语言学界的关注，本论文从语篇分析的角度出发，运用系统功能语言学理论，尤其是其中的评价系统和社会符号学视觉分析法，以人民教育出版社2002年至2006年出版的中小学外语教科书为例，探讨教科书语篇中的语言和图像符号构建人际意义的体现形式和相互关系。此外，基于语言学范畴的人际意义研究模式如何在多模态语篇中发展和应用，也是本论文关注的理论重点。本论文探讨的主要问题包括：（1）考察外语教科书语篇的多声性质，分析多模态的介入和分级资源在语篇多声互动中的作用；（2）探讨语言和图像符号系统在构建语篇态度意义中的相互关系，及其对实现当前外语教育中“情感态度”目标的意义；（3）研究不同学习阶段多模态外语教科书语篇中多样化的情态编码导向，并讨论如何在教育语境中适当运用表达不同情态意义的图像。研究结果表明：（1）外语教科书语篇中存在编写者、读者和故事角色三种声音，运用评价系统中的介入子系统对语篇多声互动的实现方式进行分析，得出介入意义在多模态语篇中的具体体现形式包括单词标签、对话泡、共建语篇、插图和图像中高亮的文字等，这些多模态符号资源是教科书编写者联盟读者的重要手段，分别表达否认、声明、引发和摘引四种介入意义。从分级的角度来看，这些符号资源能够实现不同程度的介入意义，取决于故事角色在指示读者方面所承担责任的多寡、共建语篇的典型性、以及插图在联系文本各部分中的作用等因素。此外，研究还根据视觉交际中的接触、社会距离和视角等参数讨论了语篇多声互动的特征。（2）语言和图像符号资源在构建语篇整体态度取向时存在互补和同示两种关系，通过运用评价系统中的态度子系统对不同阶段的教科书进行分析，可以看出态度意义（包括情感、判定和鉴别）在图像和语言中的