Analysis of the content of Arabic textbooks images of first grade of high school according to social semiotics

According to the determinant role of the images in transferring the curricular concepts, the present study analyzed the Arabic textbooks images based on social semiotics approach of Kress and Van Leeuwen. Statistical population was the Arabic textbooks of 7th to 9th grade of year 1400 SH. The statistical sample was 15 main images, randomly selected from every three grades. The images analyzed according to representational, interactive, and compound metafunctions. On the level of representational meaning, the analysis showed that visual patterns used for images are both narrative and conceptual. These patterns are assistive for students in achieving different information from events, measurement, and instruction of people; therefore, using these two patterns are the positive points of the images of these textbooks. Analysis of the images in the level of interactive metafunction indicated that most of the images are in the provider and exhibitive mood and stands as information source and thought topic for the viewer. Also, the visual angle of most of the images is from the front view and on the eye level which is consistent with curricular aims of the images in textbooks. Analysis of the images at the level of compound metafunction demonstrate that in the most images there is no complete coherence and proportion between texts and images, so it is suggested to revise the images by the writers.