The role of graphics in business English texts

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Keynote slides for my presentation at the 2011 JALT PAN-SIG conference: The role of graphics in business English texts.

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  • The role of graphics in business English texts

    1. 1. The role of graphics inbusiness English textbooks Cameron Romney & Leon Bell Center for Foreign Language Education Momoyama Gakuin University JALT PAN-SIG Conference May 22, 2011
    2. 2. Agenda1. Background 3. Results2. Methodology 4. Discussion
    3. 3. Background
    4. 4. Levin (1981)• 8 point typology• Not exclusive to language teaching
    5. 5. Levin (1981)1.Decoration 5.Representation2.Remuneration 6.Organization3.Motivation 7.Interpretation4.Reiteration 8.Transformation
    6. 6. Misanchuk (1992) Decorative Instructional1. Decoration 3. Motivation2. Remuneration 4. Reiteration 5. Representation 6. Organization 7. Interpretation 8. Transformation
    7. 7. Misanchuk (1992) Decorative Instructional1. Decoration2. Remuneration 4. Reiteration3. Motivation 5. Representation 6. Organization 7. Interpretation 8. Transformation
    8. 8. Hill (2003)General survey of images in ELT texts • color vs. black & white • illustration vs. photographs • people, places, things, actions, etc.
    9. 9. Hill (2003) 2nd survey (only 2 texts)Use vs. Decoration
    10. 10. Hill (2003) Use Decorative TotalImages 185 226 411Percent 45% 55% 100%
    11. 11. Our Survey Decorative vs.Instructional
    12. 12. Methodology
    13. 13. Methodology• Business English Texts
    14. 14. 15 BE Texts
    15. 15. Methodology• Business English Texts• Count pictures
    16. 16. Things we countedPhotographs Illustrations Maps
    17. 17. Things we didn’t countCharts Logos Icons
    18. 18. Methodology• Business English Texts• Count pictures• Assign binary categories: • decorative • instructional
    19. 19. Criteria forDecorative v. InstructionalAre there written instructions in the text on how to use the graphic? Yes No ↓ ↓ Instructional Decorative
    20. 20. Criteria forDecorative v. InstructionalMisanchuk (citing several studies): “whilestudents may look at the pictures thataccompany text, they ... don’t actually usethem to learn unless told to do so.” p. 249
    21. 21. Results
    22. 22. Results Yes No TotalImages 610 1655 2265Percent 27% 73% 100%
    23. 23. Instructional Decorative QuickWork 98% GlobalLinks 88% MarketLeader 87% PassportToWork 87% InCompany 87% BusinessResult 85%EnglishforBusiness 82% BusinessVision 81%IntelligentBusiness 79% English365 74% OxfordBusEnglish 72% BusinessExplorer 66% GetReady 57% BusinessVenture 44% BusinessStart-Up 40% 0% 50% 100%
    24. 24. vs. Hill (2003) Texts Total Images Yes No Hill 2 411 185 226 (2003)Current 15 2265 610 1655 Study Hill -89% -85% 45% 55% (2003)Current Study +89% +85% 27% 73%
    25. 25. Discussion
    26. 26. Does it really matter?
    27. 27. 3 cm 1.5%
    28. 28. 10.7 cm10.7 cm
    29. 29. Is there a third category?
    30. 30. Correlative?
    31. 31. Correlation?Japanese company ↓Asian guy in a suit
    32. 32. Can it be a distraction?
    33. 33. Can it be detrimental?
    34. 34. Why?
    35. 35. Levin’s Typology2. Remuneration: to increase sales of the book
    36. 36. The “Flick” Test“...that they [publishers] gave more attentionto first impressions the material would make(the ‘flick’ test) than its ... usability” p. 125 Bell and Gower (1998)
    37. 37. “It would be interesting to compare thereactions of learners ... to today’s highlydesigned full colour coursebooks. Does theexpenditure of so much time and moneyincrease the effectiveness of learning, ormerely ensure that one book is purchasedrather than another? To what extent is afashionable design a barrier rather than a aidto learning” p. 141 Prowse (1998)
    38. 38. The role of graphics inbusiness English textbooks Cameron Romney & Leon Bell Center for Foreign Language Education Momoyama Gakuin University JALT PAN-SIG Conference May 22, 2011

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