An Investigation into Text-Image Coherence in Vocabulary Teaching: A Case Study of the “Text-Image Interactive Units” in the New Grade 7 English Textbook (PEP)
DOI:
https://doi.org/10.14738/assrj.1304.20233Keywords:
Text-image coherence, Vocabulary teaching, Text-Image Interactive Units, Grade 7 English textbook (PEP), MultimodalityAbstract
This study explores text-image coherence in the “Text-Image Interactive Units” of the 2024 new Grade 7 English textbook (PEP) using content analysis and case study, based on a four-dimensional framework (temporality, semantics, functionality, multimodality). Results show that text-image coherence in vocabulary teaching presents cross-volume features of word-image synchronization, direct matching and vocabulary recognition assistance, with obvious adaptability differences among parts of speech. Abstract vocabulary has prominent multi-dimensional coherence defects, and insufficient functional support is the core problem. Differentiated design by part of speech and cross-volume gradient adjustment are suggested for optimization. The innovation of this study is to break static text-image analysis, adopt a dynamic perspective of vocabulary teaching, combine multimodal symbol analysis with defect diagnosis, and make up for the limitations of previous static research.
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Copyright (c) 2026 Huiling Yu, Yujie Su, Yangyang Cao, Xiaofan Qiu, Hongda Teng
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