Today’s foreign language teaching has entered into a multi-modal stage, emphasizing the combination of linguistic intelligence and other intelligence. To improve the quality of picture books and teenagers’ second language learning, this study chooses two sets of picture books, i.e., China Reader in English and New Shuangshuang Chinese Textbook in Chinese, to make a comparative analysis on the basis of the multiple intelligence theory. The characteristics of each set of children books are summarized and the comparison is conducted in three aspects: theme selection, vocabulary arrangement and graphic & textual design. The comparative data indicate that picture books compiling involves stimulation of different types of intelligence of the teenage readers. Specifically, proper selection of natural themes and narrative perspective enhances readers’ natural intelligence and interpersonal intelligence; the suitable utilization of daily words and the addition of context can mobilize motor intelligence, interpersonal intelligence and existential intelligence of readers; the optimization of graphic & textual design can make full use of readers’ visual-spatial intelligence. When multiple intelligence of readers are triggered, picture books might effectively achieve the effective language development and holistic education among the target teenagers. At the end, this study provides some suggestions for future improvement of Chinese children books. Firstly, more ecological and environmental protection themes could be chosen to emphasize harmony between humanity and nature. Secondly, the recurrence rate of keywords and daily vocabulary should be increased in order to improve readers’ communication skills. Finally, the graphic & textual layout as well as the overall design of picture books should be enhanced so that the aesthetic quality of the picture books could be achieved.
| Published in | Education Journal (Volume 13, Issue 1) |
| DOI | 10.11648/edu.20241301.13 |
| Page(s) | 22-27 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Picture Books, Comparative Study, Multiple Intelligence Theory
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APA Style
Yingzi, W., Heyu, W. (2024). A Comparative Study of English and Chinese Picture Books in Light of the Multiple Intelligence Theory. Education Journal, 13(1), 22-27. https://doi.org/10.11648/edu.20241301.13
ACS Style
Yingzi, W.; Heyu, W. A Comparative Study of English and Chinese Picture Books in Light of the Multiple Intelligence Theory. Educ. J. 2024, 13(1), 22-27. doi: 10.11648/edu.20241301.13
AMA Style
Yingzi W, Heyu W. A Comparative Study of English and Chinese Picture Books in Light of the Multiple Intelligence Theory. Educ J. 2024;13(1):22-27. doi: 10.11648/edu.20241301.13
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Download@article{10.11648/edu.20241301.13,
author = {Weng Yingzi and Wang Heyu},
title = {A Comparative Study of English and Chinese Picture Books in Light of the Multiple Intelligence Theory},
journal = {Education Journal},
volume = {13},
number = {1},
pages = {22-27},
doi = {10.11648/edu.20241301.13},
url = {https://doi.org/10.11648/edu.20241301.13},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.edu.20241301.13},
abstract = {Today’s foreign language teaching has entered into a multi-modal stage, emphasizing the combination of linguistic intelligence and other intelligence. To improve the quality of picture books and teenagers’ second language learning, this study chooses two sets of picture books, i.e., China Reader in English and New Shuangshuang Chinese Textbook in Chinese, to make a comparative analysis on the basis of the multiple intelligence theory. The characteristics of each set of children books are summarized and the comparison is conducted in three aspects: theme selection, vocabulary arrangement and graphic & textual design. The comparative data indicate that picture books compiling involves stimulation of different types of intelligence of the teenage readers. Specifically, proper selection of natural themes and narrative perspective enhances readers’ natural intelligence and interpersonal intelligence; the suitable utilization of daily words and the addition of context can mobilize motor intelligence, interpersonal intelligence and existential intelligence of readers; the optimization of graphic & textual design can make full use of readers’ visual-spatial intelligence. When multiple intelligence of readers are triggered, picture books might effectively achieve the effective language development and holistic education among the target teenagers. At the end, this study provides some suggestions for future improvement of Chinese children books. Firstly, more ecological and environmental protection themes could be chosen to emphasize harmony between humanity and nature. Secondly, the recurrence rate of keywords and daily vocabulary should be increased in order to improve readers’ communication skills. Finally, the graphic & textual layout as well as the overall design of picture books should be enhanced so that the aesthetic quality of the picture books could be achieved.
},
year = {2024}
}
TY - JOUR T1 - A Comparative Study of English and Chinese Picture Books in Light of the Multiple Intelligence Theory AU - Weng Yingzi AU - Wang Heyu Y1 - 2024/02/01 PY - 2024 N1 - https://doi.org/10.11648/edu.20241301.13 DO - 10.11648/edu.20241301.13 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 22 EP - 27 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/edu.20241301.13 AB - Today’s foreign language teaching has entered into a multi-modal stage, emphasizing the combination of linguistic intelligence and other intelligence. To improve the quality of picture books and teenagers’ second language learning, this study chooses two sets of picture books, i.e., China Reader in English and New Shuangshuang Chinese Textbook in Chinese, to make a comparative analysis on the basis of the multiple intelligence theory. The characteristics of each set of children books are summarized and the comparison is conducted in three aspects: theme selection, vocabulary arrangement and graphic & textual design. The comparative data indicate that picture books compiling involves stimulation of different types of intelligence of the teenage readers. Specifically, proper selection of natural themes and narrative perspective enhances readers’ natural intelligence and interpersonal intelligence; the suitable utilization of daily words and the addition of context can mobilize motor intelligence, interpersonal intelligence and existential intelligence of readers; the optimization of graphic & textual design can make full use of readers’ visual-spatial intelligence. When multiple intelligence of readers are triggered, picture books might effectively achieve the effective language development and holistic education among the target teenagers. At the end, this study provides some suggestions for future improvement of Chinese children books. Firstly, more ecological and environmental protection themes could be chosen to emphasize harmony between humanity and nature. Secondly, the recurrence rate of keywords and daily vocabulary should be increased in order to improve readers’ communication skills. Finally, the graphic & textual layout as well as the overall design of picture books should be enhanced so that the aesthetic quality of the picture books could be achieved. VL - 13 IS - 1 ER -
English Department, School of Foreign Languages, Guangdong University of Technology, Guangzhou, China
English Department, School of Foreign Languages, Guangdong University of Technology, Guangzhou, China
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