A case study on vocabulary teaching at quang oai upper secondary school hanoi

This multimodal analysis of the course book “English for Water Resources” fits in with that trend and is significant to teaching and learning ESP.. How multimodal communication has been

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

-o0o -

NGUYỄN THỊ LAN

AN SFL ANALYSIS OF MULTIMODALITY IN THE COURSEBOOK

“ENGLISH FOR WATER RESOURCES”

P “T A ” N

M.A MINOR PROGRAMME THESIS

Field : English Linguistics Code : 8220201.01

HANOI – 2018

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

-o0o -

NGUYỄN THỊ LAN

AN SFL ANALYSIS OF MULTIMODALITY IN THE COURSEBOOK

“ENGLISH FOR WATER RESOURCES”

P “T A ” N

M.A MINOR PROGRAMME THESIS

Field : English Linguistics Code : 8220201.01

Supervisor : Ass P f.D L Q Đ ng

DECLARATION OF AUTHORSHIP

I hereby declare that this thesis and the work presented in it are my own and have been generated by me as the result of my own original research I confirm that:

 This work was done wholly while I am in candidature for a Master degree at this University;

 This thesis has never been submitted partially or wholly for a degree or any other qualification at this University or any other institution;

 Where I have consulted the published work of others, this is always clearly attributed;

 Where I have quoted from the work of others, the source is always given With the exception of such quotations, this thesis

is entirely my own work;

 I have acknowledged all main sources of help;

 Where the thesis is based on work done by myself jointly with others, I have made clear exactly what was done by others and what I have contributed myself

I am fully aware that should this declaration be found to be false, disciplinary action could be taken and penalties imposed in accordance with University policy and rules

Hanoi, 2018 Author

ACKNOWLEDGEMENTS

I would have never been able to finish my thesis without the guidance

of my supervisor, help from my friends and support from my family

Foremost, I would like to express my sincere gratitude to Assoc.Prof.Dr Lam Quang Dong, my supervisor, for his support, enthusiasm, helpful advice and comments during the time of conducting this research Without his enthusiastic assistance and instructions, it would have been impossible for the thesis to be completed

Secondly, I am also grateful to all lecturers of the Faculty of Graduate Studies for their useful lessons which have inspired me and guided

ABSTRACT

Nowadays, studies of multimodal communication have grown rapidly to become a new trend of the 21st century This multimodal analysis of the course book “English for Water Resources” fits in with that trend and is significant to teaching and learning ESP The analysis is based on a combined framework of Halliday‟s SFL and Kress and Leeuwen‟s Multimodality theory The purpose of the study is to discover how multimodality is expressed in this material and thereby to find out the strengths and overcome weaknesses Qualitative methods are applied to this study for the discussion

of the verbal aspects that focus on Field, Tenor, Mode and in terms of representational, interactive, compositional meaning for visual elements In analytic processing, verbal elements are represented by various linguistic devices, mainly material and relational processes Besides, images create full and new meanings for written texts, help readers understand the whole text easily

Results from this analysis will help the teachers and designers improve the quality of the book as well as the quality of teaching and learning when using the book

TABLE OF CONTENTS

DECLARATION OF AUTHORSHIP i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

TABLE OF CONTENTS iv

LIST OF ABBREVIATIONS vi

LIST OF TABLES AND FIGURES vii

PART A: INTRODUCTION 1

1 Rationale of the study 1

2 Aims of the study 2

3 Research questions 2

4 Scope of the study 2

5 Methods of the study 3

6 Organization of the thesis 3

PART B: DEVELOPMENT 4

CHAPTER I: LITERATURE REVIEW 4

1.1 Communication 4

1.2 Multimodality theory 5

1.3 Systemic Functional Linguistics 8

1.4 Review of previous research 9

CHAPTER II: METHODOLOGY AND PROCEDURES 11

2.1 Data collection 11

2.2 Procedures 12

2.3 Analytical frameworks 13

2.3.1 Halliday‟s Systemic Functional Linguistics. 13

2.3.2 Kress and van Leeuwen‟s Multimodal theory 14

CHAPTER III: DATA ANALYSIS AND DISCUSSION 17

3.1 General information 17

3.2 Findings 18

3.2.1 Analysis of the verbal elements based on SFL 18

3.2.2 Analysis of the visual elements based on Multimodality theory 30

PART C: CONCLUSION 39

1 Main findings 39

2 Limitations and suggestions for future research 41

REFERENCES 42 APPENDICES I

LIST OF ABBREVIATIONS

SFL : Systemic Functional Linguistics ESP : English for Specific Purposes WRM : Water Resources Management WRC : Water Resources College

LIST OF TABLES AND FIGURES

Figure 1: Summary of Transitivity Processes 19

Table 1: The frequency of visual modes 11

Table 2: Material Process 19

Table 3: Relational- Attribute Processes 23

Table 4: Relational-identifying Processes 24

Table 5: Illustration of the Mood of the texts 28

Table 6: Summary of 8 pictures based on Multimodality 37

PART A: INTRODUCTION

1 Rationale of the study

Today, in the period of industrialization and modernization, human life has greatly improved Thus the ways people communicate have also dramatically changed and developed It is highly possible that since their appearance as human, people communicated with one another through other visual means such as images, sounds, graphics, or colors before they developed their own languages Today, advancements in multimedia technology of the 4th industrial revolution have created possibilities for

integrating different modes into textbooks “English for Water Resources” is

one among such textbooks However, “English for Water Resources” is a very difficult technical material to be selected for teaching and learning at Water Resources College So, the task of designers, educators is how to help students have the ability to read and understand specialized materials as well

as create more motivations in learning The different communication channels, also known as multimodality/ multimodal communication, including writing, images, graphs, tables, etc., must be put to use as a necessary tool to support teaching Therefore, using of multi-mode communication methods has great significance, not only consolidate source of knowledge but also create skills formation and develop students' thinking How multimodal communication has been used in practice, especially in the course book “English for Water Resource” What are the advantages and disadvantages of this use to promote to achieve higher results? Need to improve the multi-literacy for students how to understand and exploit information from polynomial means? This has given me the desire to conduct

a small study entitled "An SFL analysis of multimodality in the course-book

“English for Water Resources "

2 Aims of the study

As self-evident in the title, the study “An SFL analysis of multimodality

in the course-book “English for Water Resources” analyzes multimodality in

the course book “English for Water Resources” so as to identity the strong points and weak points of the book in this aspect, i.e how information is

rendered in various modes, including verbal signs, images, graphs, inter alia,

as well as the interaction and mutual support among these modes Results from this analysis will help the author and other concerned stakeholders improve the quality of the book, improve the quality of teaching and learning

by teachers and learners when using the book

3 Research questions

To deliver those aims, the study seeks answers to the following questions:

1 What are the verbal elements based on SFL employed in the

coursebook “English for Water Resources” ?

2 What are the visual elements based on Multimodality theory

employed in the coursebook “English for Water Resources”?

3 What are the strengths and weaknesses concerning multimodality in the course book?

4 Scope of the study

The study is based on six lessons in the course book “English for

Water Resources”, 1st edition, written by teachers in the English Department,

Water Resources University in 2008 However, the researcher cannot cover aspects of language use; only focus on transitivity processes, tenses, mood to identity the language features and some typical images based on Multimodality theory to recognize the meanings and functions as well as the relationship between verbal and visual modes in the coursebook

5 Methods of the study

This study is based on the SFL theoretical framework of multimodality

to analyze multimodality in the course book and classify the modes into the concrete groups as verbal texts, images, pictures, tables

The descriptive method is used in the description of lay-out, distribution, writing, images and tables in the course book The analysis method is based

on the SFL framework

6 Organization of the thesis

This thesis consists of three parts, apart from References, Appendices and other necessary components of an M.A thesis:

- Chapter II: Methodology and Procedures - describes the textbook and analytical procedures applied in the study

- Chapter III: Data Analysis and Discussion - presents findings to answer the research questions

Part C: Conclusion

Summarizes the key issues and findings as well as the limitations of the study and makes suggestions for further research

PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW

The chapter I will review related literature and present basic concepts of multimodality as well as systemic functional linguistics to establish a theoretical framework for the analysis of the course book “English for Water Resources” The concepts chosen to be discussed are communication, multimodality, meta-functions

1.1 Communication

Communication has an important role in our life There are many different definitions of communication According to Keyton (2011), communication can be defined as the process of transmitting information and common understanding from one person to another So communication is the process of conveying information from a sender to a receiver with the use of a medium thanks to which both the sender and receiver understand the communicated information in the same way

Today, the different categories of communication include spoken communication, written communication, and visualizations Spoken/oral communication may be face-to-face, over the telephone, radio or television and other media In communication process, a sender encodes a message and then uses a medium/channel to send it to the receiver who decodes the message In his/her turn, the receiver processed the information, and sends back appropriate feedback/reply using a medium/channel which could be the same as or different from the first one used by the sender This is called two-way communication

However, written communication such as letters, e-mails, books, magazines, the Internet or via other media may not ensure instant interaction Written communication involves any types of message that makes use of the

written words It also means one-way communication because the receiver listens to or reads the texts but may not respond instantly Visualizations like graphs and charts, maps, pictures, images and other visualizations can also communicate messages

From the above definitions, we can see that all texts are multimodal According to Kress and Van Leeuwen (1996) the written text is no longer structured by linguistic means, through verbal connection and verbal cohesive devices only but also visually, through layout, through the spatial arrangement

of blocks of text, of pictures and other graphic elements on the page

1.2 Multimodality theory

Multimodality is widely discussed by many famous linguists and semioticians It means the combination of different semiotic modes Multimodality has developed as a theory throughout the history of writing The idea of multimodality has been studied since the 4th century B.C.E., when classical rhetoricians alluded to it with their emphasis on voice, gesture, and expressions in public speaking However, the term was not defined with significance until the 20th century During this time, an exponential rise in technology created many new modes of presentation Since then, multimodality has become standard in the 21st century, applying to various network-based forms such as art, literature, social media and advertising John

A Bateman says in his book Multimodality and Genre (2008: 1), “Nowadays

that text is just one strand in a complex presentational form that seamlessly incorporates visual aspect around and sometimes even instead of, the text itself.” Multimodality has quickly become “the normal state of human communication”

In its most basic sense, multimodality is a theory of communication and social semiotics Multimodality describes communication practices in terms

of the textual, aural, linguistic, spatial, and visual resources or modes used to compose messages However, in terms of media, multimodal communication

is the use of different modes to create a product Thus, everything from the layout of images to the organization of the content creates meaning This is the result of shifting from the isolated documents that people use as the most basic source of communication to the images used increasingly in the digital age Although it was not until the twentieth century that multimodal communication was drawing the attention of research as a field of academic study, all communicative activities, reading, writing or works from past to present, always have been multimodal

Even though discussions of multimodality consist of medium and mode, these two terms are not synonymous Gunther Kress's study on multimodality (1996) is a canonical work in writing studies, and he defines mode in two ways In the first way, a mode “is a socially and culturally shaped resource for making meaning (2010:79) Image, writing, layout, speech, moving images are examples of different modes.”

In the second way, “semiotic modes, similarly, are shaped by both the intrinsic characteristics and potentialities of the medium and by the requirements, histories and values of societies and their cultures” (1996: 34) Thus, every mode has a different modal resource, which is historically and culturally situated and which breaks it down into its parts, because “each has distinct potentials and limitations for meaning.” For example, breaking down writing into its modal resources would be syntactic, grammatical, lexical resources and graphic resources Graphic resources can be broken down into font size, type, etc

These resources are not deterministic, however, in Kress‟s theory (2010:114), “mode is meaningful: it is shaped by and carries the deep ontological and historical/social orientations of a society and its cultures with

it into every sign Mode names the material resources shaped in long histories

of social effort”

A medium is the substance in which meaning is realized and through which it becomes available to others Media include video, image, text, audio, etc Socially, media include semiotic, sociocultural, and technological practices such as films, newspapers, billboards, radio, television, theater, a classroom, etc Multimodality makes use of the electronic medium by creating digital modes with the interlacing of images, writing, layout, speech, and video Media have become modes of delivery that take the current and future contexts into consideration

Because multimodality is continually evolving from a solely print-based

to a screen-based presentation, the speaker and audience relationship evolves

as well Due to the growing presence of digital media over the last decade, the central mode of representation is no longer just text; recently, the use of imagery has become more prominent In its current use for internet and network-based composition, the term “multimodality” has become even more prevalent, applying to various forms of text such as fine arts, literature, social media and advertising

An important related term to multimodality is multiliteracy, which is the comprehension of different modes in communication not only to read text, but also to read other modes such as sound and image Whether and how a message is understood is accredited to multiliteracy

In short, the theoretical foundation of social semiotic approach to multimodal theory has its root in the Systemic Functional Linguistics (SFL) Olowu (2012) submits that: Kress and Van Leeuwen‟s contribution to the field of semiotic lies in their recognition of visual language as an underrated

of communication which up till now has been subordinate to verbal language They suggest that as technology facilities, the sharing of visual information, a way and means of understanding visual communication is more important than ever

1.3 Systemic Functional Linguistics

Since the 1970s, there have been many new works in linguistics which study the nature of communication in the human society and emphasize functional aspects of language, such as the works of Halliday (1994), Brown

& Yule (1983)

According to Brown & Yule (1983), language serves two main functions: interactional and transactional functions Systemic-Functional Linguistics (SFL) is an approach to linguistics that considers language a social semiotic system It is developed by Michael A K Halliday SFL tries

to explain how people use language in real situations and how language is structured to construe different meanings Halliday states that linguistics is the study of how people exchange meaning through the use of language Halliday developed a theory of the fundamental functions of language into three metafunctions: ideational, interpersonal, and textual

The ideational meaning relates to how people represent in language their experiences in the world This function often refers to the expression of content There are two subtypes: experiential function and logical function in the ideational function The interpersonal meaning is about how people

position themselves and other people It relates to the relationship between speaker/ writer and reader/ listener The textual meaning relates to the way people‟s ideational and interpersonal meanings are organized and structured into a coherent text

Besides Halliday‟s views, Kress and Van Leenwen (1996), based on SFL, also talk about three types of meaning: representational meaning, interactional meaning, compositional meaning Represention is the same as ideational metafunction while interaction is similar to the interpersonal element and composition to the textual meaning

We can summarize that human society always uses a variety of modes

of representation Each mode has different representation potentials, different potentials for meaning-making

1.4 Review of previous research

Research that applies multimodal approach remains an insignificant

figure in Vietnam The article “The role of image in Vietnamese textbooks for

the teaching of English as a foreign language” is written by Prof Lens

Unsworth (Australian Catholic University) and Doctor Ngo Thi Bich Thu (University of New England, Australia) is one of those few This article mainly analyzes the relationship between the images and language in the

English textbook based on Kress and van Leenwen‟s framework in Reading

Images - The Grammar of Visual Design

Moreover, this material “English for Water Resources” also was studied by Lam Thi Lan Huong with the topic “ESP at HN Water Resources university - Recommendation and suggestion for the current courses in 2005 Later, Abuya E John (2013) studied the topic “Reading Meaning through the

study has shown that the visual images: pictorials, colour, signs, posture, distance to convey meaning in print media especially, news magazines that need to attract the attention of the public All these topics will be fundamental for the researcher

In short, in the chapter 1 the researcher has presented basic definitions

of multimodal communication and has described features of SFL and Multimodality theory Some previous research are presented briefly in this part It is very necessary for the researcher to conduct the analysis of the study

CHAPTER II: METHODOLOGY AND PROCEDURES

The beginning of the material is about water resources management, then about hydrology, next fluid mechanics, the science of strength of materials, irrigation history, and types of dams Thus, the course book chosen analysed mainly used verbal elements, in other words this material is used a lot of words channel In general, the distribution of units in the length of the course provides a balance in the amount of knowledge as well as progress of the course However, these themes are virtually unconnected logically.lBesides using verbal elements, there are 28 cases using visual modes in the material

“English for Water Resources” They are divided into 3 groups as follows

Table 1: The frequency of visual modes

accounting for 75% Other visual modes as tables, diagrams or graphs appear with very little low frequency Besides, it can see that the writings are used mainly in this material, especially in readings The researcher will focus primarily on the verbal and images channels in this thesis

2.2 Procedures

To collect data for this study, the researcher was conducted as follows: Firstly, the researcher collected the primary material “English for Water Resources” which was published at the Ha Noi Water University and Halliday‟s Systemic Functional Grammar

Secondly, for the primary material, the researcher read and analyzed the overview of document It includes 6 lessons with the different topics For the secondary document, determining the requirement of topic “an SFL analysis of multimodality in the course book “English for Water Resources”, the researcher analyzes concepts to establish the theoretical framework So some concepts of communication, multimodality are indicated in the works of Keyton (2011), Kress and van Leeuwen (1996), Len Unsworth (2008/2014) Systemic functional Linguistics framework is the appropriate choice for study, in parallel with Kress and van Leeuwen‟s theoretical framework

Thirdly, the researcher identifies what is the multimodal form of communication used in the material Then, the statistical data and classification of multimodal methods is used in the material into specific groups as writings, images, tables, so on

Fourthly, based on the statistical data and classification above, the researcher conducted an analysis on three functions of SFL

Finally, based on the results of analysis, the researcher proposes some ideas to develop the advantages that current course book has achieved as well as to overcome existing shortcomings

2.3 Analytical frameworks

2.3.1 Halliday’s Systemic Functional Linguistics

SFL divides the functions of language into three aspects

meta-functions: ideational, interpersonal, textual In this study the researcher

focuses on meaning of clause through the system of transitivity In the transitivity system there are six processes: material, relational, mental, verbal, behavioral, and existential process

Halliday determines three components in the process: the process itself, the participant, and the circumstances Process is typically realized by verbal group, whereas participant is realized by nominal group; circumstance is realized by adverbial group or prepositional phrase

Material Process

Material processes are processes of “doing” or “happening”, which concern with “our experience of the material world” There are two

participants: Actor and Goal These processes may belong to different

impacts: intransitive or transitive Besides, there are also some additional participants involved: Scope, Recipient, Client and Attribute

Relational Process

Relational processes is the process of being, having and being at There are three types: intensive, circumstantial, and possessive Relational process consists of two modes: attribute and identifying

Mental Process

Mental process is process of “sensing There are 2 main participants:

Senser and Phenomenon The mental process can be divided into four

subtypes “perceptive”, “cognitive”, “desiderative” and “emotive”

Behavioral process

Behavioral processes are of “physiological and psychological behavior”

(typically human) The participant here is labeled as Behaver – is a

“conscious being”

Existential process

Existential processes represent that something exists or happens The

participant is labeled as Existent The existent may be a phenomenon or an event

Verbal process

Verbal process is the process of “saying” The participants in these

processes: Sayer, Receiver, Verbiage, Target

2.3.2 Kress and van Leeuwen’s Multimodal theory

Based on the theory of SFL, Kress and van Leeuwen figure out that all

semiotic modes may present three meta-functions: representational meaning, interactional meaning, compositional meaning

Firstly, representational meaning is about how the image conveys aspects of the real world through identifying the represented participant and processes The participant can be either people, things, places while processes can be conceptual or narrative structure The conceptual process

is described as the process of „being‟ or „having‟ and the narrative process

is described as the process of „happening‟ or „doing‟ (Kress and van Leeuwen, 1996, 2006) The conceptual processes represent “participants in terms of their more generalised and more or less stable and timeless essence, in terms of class, or structure” (Kress and van Leeuwen, 1996:79)

There are three kinds of conceptual process: classification, analytical and symbolical The classification is one of the most popular conceptual which classifies people, places, and things into groups to show what they

have in common and justifies their membership of a certain class Symbolic structure is found in images to portray the identity of a participant In this structure, the participant is a carrier, while identity is the symbolic attribute Symbolic attributes “are made salient in the representation such

as their size, position, colour, use of lighting; they are pointed out by means of gesture; they look out of place in the whole; they are conventionally associated with symbolic values” (Jewitt and Oyama, 2001:144) Besides, the analytical structure is portrayed in terms of a part-whole structure where the whole would be the carrier and the parts are the possessive attributes The aim is “to identify the carrier and allow the viewers to scrutinize the carrier‟s possessive attributes” (Kress and van Leeuwen, 2006:89) In short, the representation is resources for recognizing the ideational metafunction of systemic functional linguistics

Secondly, interactional meaning is concerned with the representation

of social relations between the viewer and the subject being represented The ways to realize the interpersonal meaning are contact, distance, camera angle Contact is established between participants when the represented participants connect with the viewers through eyelines and gestures such that images can mean to „offer‟ or „demand‟ For „demand‟ images, the represented participant‟s gaze (and gesture, if present) seem to demand the viewer of the image to “enter into some kind of imaginary relation with him or her” (Kress and van Leeuwen, 2006:118) In „offer‟ images, the represented participant, usually non-human, is the item of display whereby it seems to offer information to the viewers Thus, the image becomes the object of the look unlike in „demand‟ images where the viewer is the object

Social distance between images and viewers of images is determined through the different ranges of shots as close-up shot, medium shot, long shot Thus distance reflects different relations The vertical camera angle is an

important element in images It can be described through a high angle or low angle shot A high angle shot is used to signify that the viewers have power over the represented participants as opposed to a low angle shot which signifies that the represented participants have the power However, if “the picture is at eye level, then the point of view is one of equality and there is no power difference involved” (Kress and van Leeuwen 2006: 140) Thus, interaction is the resource that realises the interpersonal metafunction in SFL

In this study, interaction is used to examine the relationship between the images and the readers of the material

Thirdly, composition also has an important role Kress and van Leeuwen (1996:177) proposes three crucial criteria in composition; information value, salience and framing “Information value is the placement of elements (participant and syntagms that relate them to each other and to the viewer) endows them with the specific informational values attached to the various zones of the images such as left and right, top and bottom, centre and margin Salience is made to attract the viewer‟s attention to different degrees, as realized by such factors as placement in the foreground or background, size relative, contracts in tonal or colour, differences in sharpness, etc Framing is the presence or absence of framing devices which create dividing lines, or by actual frame lines disconnect or connects elements of the image, signifying that belong or do not belong together in some sense Three principles of composition also apply to composite visuals which combine text and image

To sum up, the researcher has given to data collection, types of data and data analysis techniques Besides, steps for conducting the study are given in detail Then, the researcher has discribed theoretical framework of Halliday‟s SFL and Kress Leeuwen‟s Multimodality theory to establish analysis framework

CHAPTER III: DATA ANALYSIS AND DISCUSSION

This chapter will start with brief review about ESP at Bac Bo Water Resources College Next, the chapter will provide the detailed analysis of the

multimodality in the course book “English for Water Resources” to answer

the research questions:

1 What are the verbal elements based on SFL employed in the

coursebook “English for Water Resources” ?

2 What are the visual elements based on Multimodality theory

employed in the coursebook “English for Water Resources”?

3 What are the strengths and weaknesses concerning multimodality in the course book?

3.1 General information

The material “English for Water Resources” was compiled by teachers

at the Faculty of English, Hanoi Water Resources University in 2008 English for Specific Purposes has been taught at Water Resource College from 2013 Because of the limited time the students of WRC learn only 30 periods of English for Specific Purposes Thus, they cannot learn much but just to understand some technical terms in English English for Water Resources is a course on English for Specific Purposes (ESP) designed to develop the English skills and basic knowledge in Water for technical students and engineers who work in the field This material is intended for learners who begin to take the English course in Water The most important aim of the course book is to help students develop the ability to deal with the concepts used in Water texts

The material consists of six units which are organized around the various topics used in field Each unit in the book is divided into different sections The readings are arranged in the first position, then grammar review introduces some grammatical structures or vocabulary features Next, there are two or three exercises in comprehension check part which contain comprehension questions to help students understand the reading texts better Final, each lesson includes 5 or 6 exercises in practice The main skill here is reading and translation, which provides little help for students in memorizing technical terms Therefore, improving ESP materials for the students is an urgent task for English teachers at WRC In fact, teaching and learning English at WRC is affected by some elements such as the size class, economic conditions and time allocation Besides, the classrooms are not appropriately arranged for language classes Moreover, many students do not have the same level of English language Furthermore, motivation to learning ESP in these non-English classes is very low because many students consider English as an obligatory subject in the curriculum Therefore, communicative interaction between teachers and students in English classes is always in the form of question and answer Most of the teachers do not have the major teaching English for Water Resources Thus, all these elements have negative effect on the quality of the teaching and learning English at the WRC

3.2 Findings

As mentioned above in this section firstly the researcher will analyze the verbal elements, then the analysis of the visual channels However, the verbal and visual elements do not exist independently in the multimodal text, but they are combined to convey the full meaning, and most clearly to the reader

3.2.1 Analysis of the verbal elements based on SFL

3.2.1.1 Ideational Meta-function

First of all, in this part, the researcher will concentrate on the readings in the course book in terms of transitivity case These processes are classified into six types: material process, mental process, relational process, behavioral process, verbal process and existential process

Figure 1: Summary of Transitivity Processes

Transitivity Processes

Mate rial Relat ional Others

at 14% So, the researcher will mainly analyze the first two ones

i Material processes

Table 2: Material Process

U

1

4 study hydrology All aspects of the… on the surface of the…

(location)

industrial and