Illustrations in English textbooks broaden the learning channels and teaching media. Based on the theory of visual grammar theory proposed by Kress & van Leeuwen, this paper explores the significance of representation, interaction and composition of textbook illustrations. Finally, the author puts forward the strategies and methods to guide students to read the effective information of illustrations, and implements the cultivation of students' reading skills. In the actual teaching process, teachers should carry out three approaches: "Obtaining the representation meaning, understanding the visual connotation", "paying attention to the interactive meaning, predicting the development direction of visual content", and "understanding the composition meaning and creating visual information".

Lifei Zhong. A Study on Illustrations of English Textbooks from the Perspective of Visual Grammar Theory—Taking the People's Education Press Senior High School English Compulsory One Textbook as an Example. International Journal of New Developments in Education (2024), Vol. 6, Issue 3: 175-182. https://doi.org/10.25236/IJNDE.2024.060330.

[1] Zhou Ziyuan.(2019)Image and eyes: Research on Media literacy education of Internet users in the age of image reading. China editor. (8):21-26.

[2] Halliday, M. A. K. (1994). An Introduction to Functional Grammar. London: Arnold.

[3] Kress, G. & van Leeuwen,T. (2006). Reading Images: The Grammar of Visual Design. London: Routledge.

[4] Zhang Jingyuan, Jia Peipei. (2019) Some thoughts on visual grammar. Contemporary foreign language studies. (03):38-42+106.

[5] Li Ling. (2023) A study of illustrations in high school English textbooks based on visual grammar theory. Overseas English. (08):147-149.

[6] Liu Yuan, Luo Chaoying.(2023) A Preliminary study on cultivating students' reading skills based on textbook illustrations -- Visual grammar theory perspective. Teaching Monthly · Middle School Edition (Foreign Language Teaching),(09):50-54.