IMAGES IN THE ENGLISH COURSEBOOK: A FUNCTIONAL ANALYSIS

• Autor(a) principal: R.A.Tonelli, Juliana
• Data de Publicação: 2010
• Outros Autores: Quevedo-Camargo, Gladys
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Travessias (Cascavel. Online)
• Texto Completo: https://e-revista.unioeste.br/index.php/travessias/article/view/3171
• topic: Livro didático; Língua inglesa; Interacionismo Sociodiscursivo (ISD).

Considering the frequent use of coursebooks in English language classrooms,this article presents a brief comparative analysis of the images in two editions of thecoursebook Headway (SOARS; SOARS, 1987; 2002). Our aim is to verify whether or not there were changes in the choice and use of the images in both books along this period of timeand the probable didactic functions of such images. To develop our analysis, theoreticalconstructs of the Sociodiscursive Interactionism were used, for sharing the view that everytextual production (written or verbal) is inserted into a socio-historical-cultural context andthat such insertion determines the context of production of the text and its use byreaders/listeners (BRONCKART, 1999/2003). Besides, our comparative analysis was alsobased 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 andPanozzo (2004). We conclude by stating that there were significant changes between the twocoursebooks 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 Englishteaching and learning process.