運用不同的符號建構並傳達意義是當代溝通的特色。隨著多種符號大量並用，教科書也呈現多模態的趨勢，而閱讀理解的概念也與以往不同，圖文連貫在閱讀過程中扮演相當重要的角色。然而，關於探究國小教材圖文連貫的研究較少，此外各版本教科書圖文呈現的方式也有所不同。因此，本研究旨在探究翰林、康軒及佳音版國民小學英語教科書第五冊課文對話中圖文符際平行結構。
本研究採用系統功能語法、視覺語法及符際銜接語法進行分析，文本分析總數為12篇，分析過程包含三個階段:文字分析、圖片分析及符際分析。本研究的發現如下:(1)文字分析中，關係過程、物質過程及心理過程最常在三個版本課文對話中出現，(2)圖片分析中，行動過程及反應過程最常在三個版本課文對話中出現，(3)符際分析中，完全平行結構最常在三個版本課文對話中出現，接著是部分平行結構，無平行結構的比例最少。
本研究可提供英語教學者及學習者建議，教師在閱讀理解教學中，應提升學生的圖文意識、強化圖文概念，期望這些建議能提供英語教學以及未來多模態教科書研究參考。

With the landscape of contemporary communication, meaning is constructed through the integration of multimodal modes. Following the prevalent employment of different modalities, textbooks have been more multimodal. The concept of reading comprehension has evolved with the emergence of multimodal texts. How visual and textual modes interact with each other to reach textual-visual cohesion is important in reading process. Nevertheless, little multimodal research was conducted to investigate the cohesive relation between textual and visual element (i.e. Intersemiotic Parallel Structure) in the elementary school context. Therefore, the current research aims to examine the Intersemiotic Parallel Structure in the dialogues of elementary school English textbooks for the 5th grade among Han-lin, Kang-hsuan, and Hess editions.
A total of 12 dialogues were collected and underwent three phases of analysis. Halliday’s (2004) Transitivity System was utilized to conduct textual analysis, Kress and Van Leeuwen’s (1996) Visual Grammar was employed to do visual analysis and Liu and O’Halloran’s (2009) Intersemiotic Cohesive Device was adopted to implement intersemiotic analysis. The major findings are summarized as followings: (1) Relational, Material and Mental process were the three main process types in the texts of dialogues in the three editions. (2) Action and Reaction process were the two prevalent process types in the pictures of dialogues in the three editions. (3) Parallelism was predominantly achieved in the dialogues among the three editions, followed by Partial Parallelism. No Parallelism took up the least percentage among all.
The present study yields significant implications for EFL instructors and learners. Language pedagogy for reading comprehension should be broadened to deal with textual and visual connection. It is hoped that this research could provide reference for second language teaching and learning as well as future multimodal studies on textbooks.

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