Study on Text Reconstruction of English Textbooks in Chinese Senior High School from the Perspective of Language Images

Bin Lu; Yuanyuan Jin; Shengyan Shi

doi:doi:10.11648/j.edu.20211002.12

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Study on Text Reconstruction of English Textbooks in Chinese Senior High School from the Perspective of Language Images

Bin Lu, Yuanyuan Jin, Shengyan Shi

Published in Education Journal (Volume 10, Issue 2)

Received: 23 February 2021 Accepted: 15 March 2021 Published: 26 March 2021

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Abstract

Text reconstruction of textbook is a matter of usual means which can help the classroom guidance of students' learning and critical thinking development. The image configuration of English textbooks in Chinese senior high school becomes one of the new hot topics on logical thinking of English language learning and cognitive symbols now. And the competence of text reconstruction of English teachers is very important knowledge structure for their cross-culture cultivation of cognitive development of Chinese senior students. This study aims to: 1) find out how to stimulate students’ new interests in language classroom learning from text reconstruction of English textbooks; 2) investigate both teachers’ and students’ interests attitudes towards the text reconstruction of English textbooks published by People’s Education Press (Abbreviated as PEP); 3) optimize the language logical relationship between language and images in English textbooks in Chinese senior high school, by the mix methods of qualitative and quantitative research based on the theoretical foundation of language image theory and multimodal discourse analysis. A total of 200 teachers from China were investigated in this survey study. The conclusion are: 1) Language image can be found in English textbooks of senior high school, but the logical system of language image has not yet formed; 2) English teachers need improvement the training of text reconstruction to scientifically and accurately understand, extract the logical relationship between images and texts from English textbooks. Suggestions for English teachers are to: 1) broaden the content of different knowledge types of language images related to the text theme; 2) pay attention to cognition cultivation of students' perception on image logical system, so as to have a better understanding of knowledge structure on logical level system, cultural connotation and humanistic thinking expressed in the text; 3) pay attention to improve the classroom competence of text reconstruction which can help the students understand the deeper meaning between language and images from textbooks explanation process.

Published in	Education Journal (Volume 10, Issue 2)
DOI	10.11648/j.edu.20211002.12
Page(s)	46-58
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

English Textbook, Text Reconstruction, Language Image, Image Cognition, Logical Knowledge System

References

[1]	Ministry of Education of the People's Republic of China. (2017). English Curriculum Standards for senior high school, Beijing Normal University Press.
[2]	Pu Zhu. (2008). Thinking of teaching problems, Shanghai Education Press.
[3]	Yuanyuan Jin, Bin Lu. (2019). A study on the text reconstruction of senior high school English textbooks from the perspective of language image, Masterpieces Review, (33): 45-48.
[4]	Hongzhen Yu. (2005). "Secondary development" of teaching materials: meaning and essence. Curriculum, teaching material and teaching method, (12): 9-13.
[5]	Xia Jimei. (2008). Teaching materials, learning materials, application materials, research materials, a valuable resource for teachers' professional development, Foreign languages, (1): 6-9.
[6]	Xiaotang Cheng, Xiaohui Sun. (2011). Analysis and design of English textbooks (Revised Edition), Foreign language teaching and Research Press.
[7]	McDonough J, Shaw, C. (2003). Materials and Methods in ELT: a Teacher's Guide. Beijing: Peking University Press.
[8]	Alan Cunningsworth. (2002). Choosing Your Coursebook. Shanghai: Shanghai Foreign Language Education Press.
[9]	McGrath, I. (2002). Materials Evaluation and Design for Language Teaching. Edinburgh: Edinburgh University Press.
[10]	Tomlinson B. Materials Development Language Teaching. UK: Cambridge University Press, 1998: 2.
[11]	Waters. A. (2006). Thinking and Language Learning. ELT Journal, (4): 319-326.
[12]	Wittgenstein. Theory of Logical Philosophy [M]. Downloaded from Internet.
[13]	Pu Zhu. (2008). An analysis of teaching topics. Shanghai: Shanghai Education Press.
[14]	Weibo Mao. (2014). A study on the text reconstruction of primary school English textbooks, Ningbo University.
[15]	Yan Wang. (2002). Cognitive Linguistics, Shanghai Foreign Language Education Press.

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Bin Lu, Yuanyuan Jin, Shengyan Shi. (2021). Study on Text Reconstruction of English Textbooks in Chinese Senior High School from the Perspective of Language Images. Education Journal, 10(2), 46-58. https://doi.org/10.11648/j.edu.20211002.12

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Bin Lu; Yuanyuan Jin; Shengyan Shi. Study on Text Reconstruction of English Textbooks in Chinese Senior High School from the Perspective of Language Images. Educ. J. 2021, 10(2), 46-58. doi: 10.11648/j.edu.20211002.12

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AMA Style

Bin Lu, Yuanyuan Jin, Shengyan Shi. Study on Text Reconstruction of English Textbooks in Chinese Senior High School from the Perspective of Language Images. Educ J. 2021;10(2):46-58. doi: 10.11648/j.edu.20211002.12

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@article{10.11648/j.edu.20211002.12,
  author = {Bin Lu and Yuanyuan Jin and Shengyan Shi},
  title = {Study on Text Reconstruction of English Textbooks in Chinese Senior High School from the Perspective of Language Images},
  journal = {Education Journal},
  volume = {10},
  number = {2},
  pages = {46-58},
  doi = {10.11648/j.edu.20211002.12},
  url = {https://doi.org/10.11648/j.edu.20211002.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211002.12},
  abstract = {Text reconstruction of textbook is a matter of usual means which can help the classroom guidance of students' learning and critical thinking development. The image configuration of English textbooks in Chinese senior high school becomes one of the new hot topics on logical thinking of English language learning and cognitive symbols now. And the competence of text reconstruction of English teachers is very important knowledge structure for their cross-culture cultivation of cognitive development of Chinese senior students. This study aims to: 1) find out how to stimulate students’ new interests in language classroom learning from text reconstruction of English textbooks; 2) investigate both teachers’ and students’ interests attitudes towards the text reconstruction of English textbooks published by People’s Education Press (Abbreviated as PEP); 3) optimize the language logical relationship between language and images in English textbooks in Chinese senior high school, by the mix methods of qualitative and quantitative research based on the theoretical foundation of language image theory and multimodal discourse analysis. A total of 200 teachers from China were investigated in this survey study. The conclusion are: 1) Language image can be found in English textbooks of senior high school, but the logical system of language image has not yet formed; 2) English teachers need improvement the training of text reconstruction to scientifically and accurately understand, extract the logical relationship between images and texts from English textbooks. Suggestions for English teachers are to: 1) broaden the content of different knowledge types of language images related to the text theme; 2) pay attention to cognition cultivation of students' perception on image logical system, so as to have a better understanding of knowledge structure on logical level system, cultural connotation and humanistic thinking expressed in the text; 3) pay attention to improve the classroom competence of text reconstruction which can help the students understand the deeper meaning between language and images from textbooks explanation process.},
 year = {2021}
}

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TY  - JOUR
T1  - Study on Text Reconstruction of English Textbooks in Chinese Senior High School from the Perspective of Language Images
AU  - Bin Lu
AU  - Yuanyuan Jin
AU  - Shengyan Shi
Y1  - 2021/03/26
PY  - 2021
N1  - https://doi.org/10.11648/j.edu.20211002.12
DO  - 10.11648/j.edu.20211002.12
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 46
EP  - 58
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20211002.12
AB  - Text reconstruction of textbook is a matter of usual means which can help the classroom guidance of students' learning and critical thinking development. The image configuration of English textbooks in Chinese senior high school becomes one of the new hot topics on logical thinking of English language learning and cognitive symbols now. And the competence of text reconstruction of English teachers is very important knowledge structure for their cross-culture cultivation of cognitive development of Chinese senior students. This study aims to: 1) find out how to stimulate students’ new interests in language classroom learning from text reconstruction of English textbooks; 2) investigate both teachers’ and students’ interests attitudes towards the text reconstruction of English textbooks published by People’s Education Press (Abbreviated as PEP); 3) optimize the language logical relationship between language and images in English textbooks in Chinese senior high school, by the mix methods of qualitative and quantitative research based on the theoretical foundation of language image theory and multimodal discourse analysis. A total of 200 teachers from China were investigated in this survey study. The conclusion are: 1) Language image can be found in English textbooks of senior high school, but the logical system of language image has not yet formed; 2) English teachers need improvement the training of text reconstruction to scientifically and accurately understand, extract the logical relationship between images and texts from English textbooks. Suggestions for English teachers are to: 1) broaden the content of different knowledge types of language images related to the text theme; 2) pay attention to cognition cultivation of students' perception on image logical system, so as to have a better understanding of knowledge structure on logical level system, cultural connotation and humanistic thinking expressed in the text; 3) pay attention to improve the classroom competence of text reconstruction which can help the students understand the deeper meaning between language and images from textbooks explanation process.
VL  - 10
IS  - 2
ER  -

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Author Information

Bin Lu

School of Management, Shinawatra University, Bangkok, Thailand
Yuanyuan Jin

School of Foreign Languages, Luoyang Normal University, Luoyang, China
Shengyan Shi

School of Foreign Languages, Luoyang Normal University, Luoyang, China

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Plain Text BibTeX RIS

APA Style

Bin Lu, Yuanyuan Jin, Shengyan Shi. (2021). Study on Text Reconstruction of English Textbooks in Chinese Senior High School from the Perspective of Language Images. Education Journal, 10(2), 46-58. https://doi.org/10.11648/j.edu.20211002.12

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ACS Style

Bin Lu; Yuanyuan Jin; Shengyan Shi. Study on Text Reconstruction of English Textbooks in Chinese Senior High School from the Perspective of Language Images. Educ. J. 2021, 10(2), 46-58. doi: 10.11648/j.edu.20211002.12

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AMA Style

Bin Lu, Yuanyuan Jin, Shengyan Shi. Study on Text Reconstruction of English Textbooks in Chinese Senior High School from the Perspective of Language Images. Educ J. 2021;10(2):46-58. doi: 10.11648/j.edu.20211002.12

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@article{10.11648/j.edu.20211002.12,
  author = {Bin Lu and Yuanyuan Jin and Shengyan Shi},
  title = {Study on Text Reconstruction of English Textbooks in Chinese Senior High School from the Perspective of Language Images},
  journal = {Education Journal},
  volume = {10},
  number = {2},
  pages = {46-58},
  doi = {10.11648/j.edu.20211002.12},
  url = {https://doi.org/10.11648/j.edu.20211002.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211002.12},
  abstract = {Text reconstruction of textbook is a matter of usual means which can help the classroom guidance of students' learning and critical thinking development. The image configuration of English textbooks in Chinese senior high school becomes one of the new hot topics on logical thinking of English language learning and cognitive symbols now. And the competence of text reconstruction of English teachers is very important knowledge structure for their cross-culture cultivation of cognitive development of Chinese senior students. This study aims to: 1) find out how to stimulate students’ new interests in language classroom learning from text reconstruction of English textbooks; 2) investigate both teachers’ and students’ interests attitudes towards the text reconstruction of English textbooks published by People’s Education Press (Abbreviated as PEP); 3) optimize the language logical relationship between language and images in English textbooks in Chinese senior high school, by the mix methods of qualitative and quantitative research based on the theoretical foundation of language image theory and multimodal discourse analysis. A total of 200 teachers from China were investigated in this survey study. The conclusion are: 1) Language image can be found in English textbooks of senior high school, but the logical system of language image has not yet formed; 2) English teachers need improvement the training of text reconstruction to scientifically and accurately understand, extract the logical relationship between images and texts from English textbooks. Suggestions for English teachers are to: 1) broaden the content of different knowledge types of language images related to the text theme; 2) pay attention to cognition cultivation of students' perception on image logical system, so as to have a better understanding of knowledge structure on logical level system, cultural connotation and humanistic thinking expressed in the text; 3) pay attention to improve the classroom competence of text reconstruction which can help the students understand the deeper meaning between language and images from textbooks explanation process.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Study on Text Reconstruction of English Textbooks in Chinese Senior High School from the Perspective of Language Images
AU  - Bin Lu
AU  - Yuanyuan Jin
AU  - Shengyan Shi
Y1  - 2021/03/26
PY  - 2021
N1  - https://doi.org/10.11648/j.edu.20211002.12
DO  - 10.11648/j.edu.20211002.12
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 46
EP  - 58
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20211002.12
AB  - Text reconstruction of textbook is a matter of usual means which can help the classroom guidance of students' learning and critical thinking development. The image configuration of English textbooks in Chinese senior high school becomes one of the new hot topics on logical thinking of English language learning and cognitive symbols now. And the competence of text reconstruction of English teachers is very important knowledge structure for their cross-culture cultivation of cognitive development of Chinese senior students. This study aims to: 1) find out how to stimulate students’ new interests in language classroom learning from text reconstruction of English textbooks; 2) investigate both teachers’ and students’ interests attitudes towards the text reconstruction of English textbooks published by People’s Education Press (Abbreviated as PEP); 3) optimize the language logical relationship between language and images in English textbooks in Chinese senior high school, by the mix methods of qualitative and quantitative research based on the theoretical foundation of language image theory and multimodal discourse analysis. A total of 200 teachers from China were investigated in this survey study. The conclusion are: 1) Language image can be found in English textbooks of senior high school, but the logical system of language image has not yet formed; 2) English teachers need improvement the training of text reconstruction to scientifically and accurately understand, extract the logical relationship between images and texts from English textbooks. Suggestions for English teachers are to: 1) broaden the content of different knowledge types of language images related to the text theme; 2) pay attention to cognition cultivation of students' perception on image logical system, so as to have a better understanding of knowledge structure on logical level system, cultural connotation and humanistic thinking expressed in the text; 3) pay attention to improve the classroom competence of text reconstruction which can help the students understand the deeper meaning between language and images from textbooks explanation process.
VL  - 10
IS  - 2
ER  -

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