The Influence of Illustrations in Junior High School English Textbooks on Reading Comprehension Teaching under Multi-Modal View

As the theory of multimodal teaching advances, illustrations in textbooks, as important visual symbols, are playing an increasingly significant role in junior high school English reading comprehension instruction. This study, based on a multimodal discourse analysis framework, combines Unsworth’s visual grammar theory and Mayer’s multimedia learning theory to explore the core functions of illustrations in junior high school English textbooks in cognitive assistance, cultural transmission, and reading comprehension promotion. Through case analysis, it is found that illustrations effectively enhance students ‘reading comprehension efficiency by constructing authentic language contexts, concretizing abstract concepts, and balancing cognitive and cultural depth. However, current textbook illustrations still suffer from imbalances between international symbols and local elements, insufficient depth of cultural metaphors, and weak multimodal literacy among teachers. In response, this paper proposes strategies for optimizing illustration design, including balancing cross-cultural symbols with local imagery, reinforcing metaphorical visual narratives, enhancing teachers’ multimodal teaching skills, and suggesting the introduction of dynamic multimodal technology to increase the interactivity of textbooks.