運用多種不同的符號資源來傳達意義已成為當代溝通的常態，許多素材包括教科書，因圖文的大量並用，也呈現越來越多模態的趨勢。多模態的概念在過去幾十年被廣泛地研究，多模態言談分析也應用到各式各樣的素材，然而，關於探究圖文在多模態文本中如何共同建構各種不同層面意義的文獻卻較少，少數針對此議題的研究又侷限於單一層面意義的分析與詮釋，有鑑於此，一個跨層面的多模態分析實屬必要。再者，在台灣，與英語教科書相關的研究，都只著重圖或文的單模態分析，多模態仍是一個備受忽略的議題。因此，本研究旨在探究佳音及康軒版第五冊國民中學英語教科書中圖文的概念意義協調性及人際意義協調性，並進一步比較這兩層面意義協調性的差異。

本研究採用系統功能語法、視覺文法及符際理論進行文本分析，總文本分析數為18篇，分析過程分為三階段：(一) 概念意義協調性分析、(二)人際意義協調性分析、(三)概念與人際意義協調性比較。研究結果顯示：(一)康軒版概念意義協調性高於佳音版、(二) 在六種符際關係中，圖文之間以重複關係最多；相反地，反義關係則未使用、(三) 兩版本人際意義協調性都不高，但以康軒版高於佳音版、(四) 整體來說，概念意義協調性高於人際意義協調性、(五) 進一步分析文類，發現文類影響圖像設計及圖文符際協調性。

依據本研究發現，圖像系統具有其獨特意義建構功能，在義意傳達上扮演不可或缺的角色，因此，研究者建議教師應跳脫過去以文字為主的單模態教學，而將多模態教學納入課程設計，以培養學生多模態溝通能力，教科書設計者也應善用圖像資源、提高圖文之間協調性以提供學習者更豐富多元且完整的閱讀內容。期望這些建議能為台灣英文學習略盡棉薄之力。

The increasingly integrative employment of multimodal semiotic resources to project meaning has become a norm in contemporary communication. Textbooks, like many other materials, have been more multimodal due to the prevalent use of both textual and visual semiotic modes. Over the past few decades, the concept of multimodality has been an area of expanding research interest and multimodal discourse analyses of various materials have been conducted. However, limited research examined the ways textual and visual resources work conjointly to construct various dimensions of meaning in multimodal texts. Since meaning is simultaneously encoded in ideational, interpersonal and textual meaning, a more integrated approach to analysis is required. Additionally, most English textbook analyses in Taiwan have been mono-modal, tackling texts or images only. There has been a lack of pedagogical attention to visual-textual complementarity in English textbooks in Taiwan.

Therefore, the present study aims to explore to what extent intersemiotic ideational and interpersonal complementarity are achieved in Book 5 of Joy and Kang-hsuan junior high school English textbooks and compare the difference between the degrees of complementarity of these two dimensions of meaning.

Totally 18 texts were collected. Kress and Van Leeuwen’s (1996) Visual Grammar was employed to conduct visual analyses, Halliday’s (1985, 1994) Systemic Functional Linguistics (SFL) was utilized to do textual analyses and Royce’s (1999) intersemiotic complementarity was further used to combine the visual and textual analyses. Each text underwent three phases of analysis: (1) intersemiotic ideational analysis, (2) intersemiotic interpersonal analysis and (3) comparing the degree of intersemiotic ideational and interpersonal complementarity.

The major findings are summarized as follows: (1) Ideational meaning was found to achieve slightly higher degree of complementarity in Kang-hsuan edition. (2) Among the six sense relations, repetition was employed most frequently and no tokens of antonymy were found. (3) Similar to ideational meaning, the degree of interpersonal intersemiotic complementarity is higher in Kang-hsuan edition despite that the degrees in both editions are not high. (4) Comparison between the two dimensions of meaning demonstrated that ideational meaning has higher degree of complementarity in both editions than interpersonal meaning. (5) Genres may affect visual design and visual-textual complementarity.

Based on the findings, some pedagogical implications are proposed: (1) Teachers need to go beyond traditional mono-modal curriculum and find potential integration of multimodality into English classrooms and their teaching repertoires. (2) Students’ multimodal literacy and multimodal communicative competence is suggested to be developed. (3) Textbook writers should devote due attention to visual design and strive to ensure the complementarity between the visuals and the texts. It is hoped that this study could inform a more comprehensive understanding of textual-visual complementarity, alternative multimodal approaches to language instruction and future textbook compilation.

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