IMAGES IN THE ENGLISH COURSEBOOK: A FUNCTIONAL ANALYSIS
Keywords:
Livro didático, Língua inglesa, Interacionismo Sociodiscursivo (ISD).Abstract
Considering the frequent use of coursebooks in English language classrooms,
this article presents a brief comparative analysis of the images in two editions of the
coursebook Headway (SOARS; SOARS, 1987; 2002). Our aim is to verify whether or notthere were changes in the choice and use of the images in both books along this period of time
and the probable didactic functions of such images. To develop our analysis, theoretical
constructs of the Sociodiscursive Interactionism were used, for sharing the view that every
textual production (written or verbal) is inserted into a socio-historical-cultural context and
that such insertion determines the context of production of the text and its use by
readers/listeners (BRONCKART, 1999/2003). Besides, our comparative analysis was also
based on the concepts of image proposed by Joly (1996), Dondis (2003) and Neiva (2002),
and in the conceptions of image in coursebooks by Oliveira and Mota (2005) and Ramos and
Panozzo (2004). We conclude by stating that there were significant changes between the two
coursebooks in the treatment and use of images by the series authors and designers,evidencing that higher importance was given to the images and their role in the English
teaching and learning process.
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