The Use of Pictorial Language in Secondary School English Textbooks

Abstract

English teachers work in different ways to play an active role in classroom-based oral development 
activities. This study will examine the use of picture description as a strategy to develop and 
enhance analytical thinking and communication skills among the secondary school students in 
district Mardan. The research model will be qualitative and will be adopted from the theory of 
semiotics. Data will be collected from 60 selected students of secondary school based on group 
tests and focused group interview. This study will show the need for picture insertion in English 
text books.