Examining the representational mode in the images of first grade of high school Arabic textbooks

Since images play a significant role in educational texts, its systematic application could simplify learning and increase learners' cognitive performance. In present study, images of first grade of high school Arabic textbooks were qualitatively and quantitatively analyzed in terms of various aspects of representation, including development, character and setting based on the social semiotics of Kress & van Leeuwen (2006) and in what manner to convey the meaning of images proper to learners' knowledge and their cognitive and perceptual progress on the basis of Guo and Feng's Ontogenetic perspective (2015). The results displayed that in most images in the modes of representational meaning, there is no appropriate pattern in the selection of images in the seventh to ninth grades in accordance with the procedure of cognitive and perceptual progress of learners; Because in reviewing the development mode, progressive and cognitive changes have not been fully observed from the narrative process method to the concept in the pictures of seventh to ninth grade textbooks. In the character mode, progressive and cognitive changes from cartoon images to real images have not been observed and only individual and group characters have been used to some extent. In terms of setting mode, there are no progressive and cognitive changes from indigenous to non-indigenous environments in the seventh to ninth grade images. The results of this research can assist the authors to select appropriate images with developmental and cognitive modifications of learners to facilitate their learning in future editions of these textbooks.