A Multimodal Analysis of Affect and Attitude Education in China's English Textbooks

Abstract

In many countries around the world, the focus of education has seen a distinct shift from knowledge and skills equipping to the cultivation of values, attitudes and even affect. This study focuses on the verbal and visual representations of affect and attitude in a set of English as a Foreign Language (EFL) textbooks published in China. By analyzing the verbal and visual attitudinal meanings through the analytic lenses of appraisal theory and visual grammar respectively, the paper shows how verbal and visual resources with positive appraisal meanings are employed to foster positive affect and attitudes toward English language learning, China, and foreign cultures in the textbooks. While these verbal and visual resources echo generally concordant attitudinal meanings, some significant dissonances were also detected. For instance, tensions seem to exist between strengthening local loyalties to China while promoting a global outlook, raising standards of English language among Chinese students by appealing to Anglo-centric models of proficiency, and raising awareness of foreign cultures by invoking familiar local customs and practices. These findings hold important implications for language educators, curriculum designers and educational researchers working in the field of multimodality.