Education Journal

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A Comparative Study of English and Chinese Picture Books in Light of the Multiple Intelligence Theory

Received: Jan. 01, 2024    Accepted: Jan. 12, 2024    Published: Feb. 01, 2024
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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.

DOI 10.11648/edu.20241301.13
Published in Education Journal ( Volume 13, Issue 1, February 2024 )
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

Keywords

Picture Books, Comparative Study, Multiple Intelligence Theory

References
[1] Wang, Q., & Ao Na Rentuya. (2015). Composition and teaching implications of Foreign language reading literacy of primary and secondary school students. Chinese Foreign Language Education (01), 16-24+104.
[2] Wang, Q., & Ao Na Rentuya. (2017). Approaches and methods of English picture book teaching in primary and secondary schools. Curriculum, Teaching Material and Method (04), 68-73.
[3] Wu, Y. M. (2018). Cultivation of Primary school English subject Core literacy based on English picture books and graded reading materials. Journal of Teaching and Management (18), 88-91.
[4] Lei, L., & Zhang, Y. P. (2019). The Status quo and development strategy of Chinese as a Second Language. Editorial Friend, (12): 25-29.
[5] Liu, S. S. (2020). Corpus-based compiling and designing of graded books for overseas Chinese children. Guangdong University of Foreign Studies.
[6] Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligence. New York: Basic Books.
[7] Hu, Z. L. (2022). Educational Linguistics in the Perspective of Foreign Language Education. Journal of Zhejiang international studies university, (1): 1-5.
[8] Lin, T., & Pan, D. L. (2018). The value, problems and optimization of picture book teaching. Contemporary Education Sciences, (10): 12-16.
[9] Zhou, L. L. (2016). A Brief Analysis of the Application of Picture Book Teaching in Second Language Teaching. Chongqing Normal University.
[10] Huang, R. T. (2006). Study on the Communication Function of Picture Books. Beijing: Communication University of China.
[11] Liu M. (2017). Exploration of the Important Role in English Picture Book Reading for Young Children's English Enlightenment. Journal of Curriculum Studies, (18): 83.
[12] Zhu Y. (2015). Status quo and R&D countermeasures of Chinese graded reading materials. Journal of International Chinese Teaching, (2): 15-17.
[13] Zhang, Y. J. (2014). Characteristics of the Caddick Prize Winning Picture Books. Publishing Reference, (24): 12-13.
[14] Luo, Y. Y. (2018). Comparison of Chinese and Foreign Children's Book Subjects and Enlightenment for the Writing of Chinese Second Language Children's Books. Guangdong University of Foreign Studies.
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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

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    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

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    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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  • @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://download.sciencepg.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}
    }
    

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    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.
    
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Author Information
  • 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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