現今人們經常運用不同的符號資源來達到有意義的溝通，對英語學習者而言，發展多模態閱讀能力是非常重要的。隨著多模態的研究漸漸受到重視，外語學習教材如教科書中，也越來越趨向融入多樣圖文資源。雖然台灣的十二年國教的教育政策下，英語教學強調融入不同的符號資源，且英語教學越來越強調多模態的呈現方式，但是英語學習領域內卻鮮少探討學生對教科書圖文資源的概念。有鑑於此，研究台灣學生對於教材內圖文關係的概念實屬必要。本研究旨在探究台灣高二學生對於教科書中圖文關係之概念，並進一步比較不同英文程度之學生的圖文概念異同。本研究採用現象學分析法，對16名高二學生進行訪談，一半學生來自社會組的班級，另一半學生來自語言實驗班。學生們對訪談的回答為主要分析主體，其對圖文關係有關的回答將進行編碼，並將類似的概念歸納於同類，逐漸形成本研究探討學生圖文關係的主要概念大類。
本研究有以下發現：(1) 學生的圖文概念有五大類由低而高、由簡略到進階層次排列為：僅文字閱讀、視覺輔助閱讀、閱讀圖文尋找文中事實、閱讀圖文以理解文章，以及閱讀圖文以批判分析，(2) 五類概念按照認知程度，有等級的不同，但並無質性的不同，(3) 五類概念中，閱讀圖文以理解文章所占比例最高，(4) 學生英文程度對其圖文概念並無直接的關聯。
學生雖然有多樣的圖文概念，但為了增進英文學習，教師應提升學生的圖文意識、鼓勵學生探討課文中的圖文關係以強化學生的圖文概念，英文教材也必須提高圖文關聯性以符合學生語言學習需求。期望這些建議能為未來本國英文學習領域略盡棉薄之力。

In an era where communication is saturated with various modes, it is crucial for EFL learners to cultivate multimodal literacy by developing the ability to read multimodal texts. For years, the concept of multimodality has been widely accepted in EFL contexts. EFL learning materials such as textbooks, also involve various modes. In Taiwan, understanding the integrative connection of different modes has been gaining importance in the curriculum of 12-year compulsory education. Though teaching and learning have become more multimodal because of the commonly used visual and textual modes, learners’ views of multimodality have not been well explored yet. Therefore, the purpose of the study aims to investigate Taiwanese high school students’ conceptions of textual and visual connections in English textbooks. The data were collected from semi-structured interviews with 16 students from two proficiency groups, and the responses were analyzed and coded through phenomenographic method. Then, the conceptions of visual and textual connection in textbooks emerged through rounds of categorization.
The major findings are summarized as follows: (1) the analysis revealed five categories of conceptions, including Read for textual information, Read with engaging visual aids, Read bi-modally for facts, Read bi-modally to comprehend and Read bi-modally and critically. These conceptions were hierarchically ordered based on the textual and visual awareness. The hierarchy of conceptions was ranked from less developed to more advanced. (2) The conceptions displayed a hierarchy of different cognitive levels. (3) Among all of the conceptions, Read bi-modally to comprehend accounted for the most percentage. (4) The analyses of interview results suggested that there was a slight connection between the participants’ conceptions of textual and visual resources used in English textbooks and their proficiency levels. This study yields significant implications for EFL instructors. In order to enhance EFL reading comprehension, it is vital to raise learners’ awareness of textual and visual connection and promote reading bi-modally.
Based on the findings, some pedagogical implications are proposed: (1) EFL learners’ bimodal awareness should be elevated to develop multimodal literacies. (2) Bi-modal connections in textbooks should be strengthened so that the visual and textual resources can complement each other to fully realize meanings. It is expected that the present study can shed light on how EFL students conceptualized textual and visual connection in learning materials.

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