English Picture Books Research Articles

On the Application of English Picture Books in English Teaching of Preschool Education in Secondary Vocational Schools

With the continuous improvement of parents’ attention to early childhood education, English learning tends to develop at a younger age. Picture books have become a hot “top current” in infants and young children. How to use picture books well and talk about picture books well also puts forward higher requirements for the future quality of preschool teachers. Therefore, the English classroom of preschool education also needs to be reformed, which needs to keep up with the pace of the era, make adjustments to the course content, and increase the cultivation of the basic English ability and teaching ability of preschool students in secondary vocational schools, to better meet the needs of future career development. Based on the current background and development situation, this paper discusses how to introduce English picture books into the English classroom of preschool education in secondary vocational schools and the role of English picture books in the English teaching of preschool education.

Study on the Role of English Picture Books in Primary School English Education

English is an important tool for international communication. With the accelerated development of globalization, the significance of learning English has been increasingly prominent. It is common for students in China to learn English from primary school, so it is a key stage to lay a foundation for English learning. The traditional way of teaching English in primary school tends to be boring and for a variety of reasons, the teaching result is not that satisfied in this way. This essay explores the influences of involving English picture books in English teaching for primary school through a method of literature review. In the key part of this essay, there are three main parts including the definition of English picture books, the impacts of involving English picture books in primary school English education, and strategies for Applying English Picture Books to English education in primary school. This essay is trying to illustrate that involving English picture books in primary school English education can benefit students in many dimensions and give some suggestions of what educators can do to promote English learning in the future.

Soft Corners and Sharp Edges: Exploring Inaccurate Geometric Shapes in Children's Picture Books

Given the inaccuracy of children's picture books on shapes published in English, there was a need to analyse Turkish picture books on shapes. In order to carry out the study on the accuracy of Turkish picture books, a rating rubric for English picture books was translated into Turkish. The Traffic Light Rating Rubric rates books as red (explicit inaccuracies), yellow (implicit inaccuracies or missing concepts) and green (correct concepts). As a result of the research, it was found that the findings for the Turkish books were consistent with the previous findings for the English books. In the majority of the books analysed, the geometric shapes were rated as incorrect (red). Given the importance of early mathematical study for long-term success, the Traffic Light Rating Rubric-Turkish Version is intended to provide guidance to book selectors such as librarians, parents and teachers, and ultimately authors and publishers who need to produce texts with the correct form.

A Study on the Values and Strategies of English Picture Book Reading for Improving Pupils’ English Reading Literacy

A Study on the Values and Strategies of English Picture Book Reading for Improving Pupils’ English Reading Literacy

How are mental state references represented in English and Japanese picture books? An analysis of the frequency of emotional and cognitive words and their relation to the self or others

AbstractThe text of picture books is a fertile source through which young children learn about mental states. By focusing on English and Japanese books (N = 100; for children aged 3–5 years) as respective representatives of independent and interdependent cultures, the present study examined the cultural differences in the use of two types of mental state language: emotion and cognition. While our findings revealed no cultural differences in emotional word tokens or types, cognitive word tokens and types were higher in English picture books than in Japanese ones. Importantly, English picture books exhibited more self‐oriented mental state references, while Japanese picture books had more other‐oriented mental state references. Our study suggests that mental state references in picture books reflect culture‐specific characteristics.

An Exploration of Children’s English Picture Book Translation and Reading Teaching Based on Multiple Intelligences Theory

Abstract As far as the current situation of children’s English picture book translation and reading teaching is concerned, there exists the phenomenon that teachers pay little attention to translation and reading teaching, and the teaching effectiveness is low. This paper evaluates the translation and teaching of English picture books to children using the theory of multiple intelligences. The problem of data input and output is solved through the decision-making unit (DMU) as well as the C 2 R model composed of the DEA model. Based on the fuzzy comprehensive evaluation method and the target classification method to evaluate the students’ English learning quality and design the evaluation module, we construct the children’s picture book English teaching model under the combination of the DEA model and the multiple intelligences theory, and at the same time, we take the eight domains of the multiple intelligences theory as the evaluation indexes, combine the fuzzy comprehensive evaluation and the principle of the target classification method to evaluate the student’s learning quality of the English picture book translation and reading to analyze The status quo of children’s English picture book teaching under the theory of multiple intelligences as well as the teaching results, comparing the results of the students in the two classes and analyzing the data results statistically. Students are most interested in reading children’s English picture books when they are between 0 and 2.4. The experimental class has a higher translation skill score than the control class, with an increase of 2.79875, 2.225, and 1.975, and the translation part of the improvement is more effective.

A RESEARCH ON THE APPLICATION OF GRADED ENGLISH PICTURE BOOKS IN EIGHTH GRADE ENGLISH READING TEACHING

Reading is one of the important ways for learners to acquire language skills. The "New Curriculum Standard for Junior High School English" emphasizes the importance of English reading, and English teachers should focus on cultivating students’ English reading literacy. This requires teachers to explore new teaching methods and select suitable reading materials as supplements to textbooks. English graded picture books are excellent reading materials that compensate for the deficiencies of textbooks and stimulate readers’ interest through beautiful illustrations, thereby cultivating students’ reading habits. English picture book reading teaching can meet the requirements of the new curriculum standard and cultivate students’ core literacy, making it an excellent teaching model. Using this teaching model in eighth-grade English reading instruction can enhance the efficiency of English teacher’s reading instruction and improve students’ independent learning abilities. This article employs methods such as questionnaire surveys, interviews, and classroom observations to understand students’ reading situations and issues in reading teaching, grade students’ reading levels, select appropriate graded English picture books for students, and design English reading teaching by integrating picture books with textbooks.

The Effect of Applying Language Picture Books in Reciprocal Teaching on Students’ Language Learning Motivations

The research nature of this study is to examine the priority of English as a foreign language in many non-English speaking countries in the context of globalization with a focus on the importance of English for cross-linguistic communication and interpersonal communication. The research purpose is to understand the effects of language picture books applied to interactive teaching methods on English language learning motivation, learning performance, and language and reading ability of elementary school students in southern Taiwan. The research method used herein is an experimental design model. In total, 192 students in eight classes in Grade Six of two elementary schools in southern Taiwan, each with four classes of 24 students, who used the same picture book materials are taken as the research subjects for an experimental study. The research method includes the application of language picture books to interactive teaching methods, combined with a variety of teaching activities, to create a fun and enjoyable learning atmosphere. The study observes students’ active participation and learning performance in the classroom and evaluates the impacts of these activities on their learning motivation, language ability, and reading ability were evaluated. The findings of this study are as follows. 1) The use of the interactive teaching method with language picture books has a significant effect on students’ motivation to learn English, by observing students’ active participation in the classroom. 2) The English picture books inspire children’s curiosity and interest in reading, increase their motivation for English learning, and make them quite interested in reading. 3) The course incorporated a variety of teaching activities to create a happy learning atmosphere, so that students can continue to work toward their English learning goals after the course is over. We also present the conclusions and discussions based on the results in the hope that language picture books can develop students’ capacity for listening and concentration and contribute to the development and improvement of their language ability and reading ability.

Practice and Reflection on Integrated Teaching of Picture Books and Main Textbooks in Primary School English

In the teaching of English subjects in primary schools, picture books are the eyes and expansion of relatively small contents. The combination of English picture books and teaching materials can effectively innovate the teaching methods of English education, better adapt to the rules of students' language knowledge, fully stimulate students' interest in English learning, and enable students to feel the happiness brought by English learning. It plays an important role in promoting the reform of English teaching. In order to better explore the methods and strategies of integrated teaching of picture books and main textbooks in primary school English, this study will conduct in-depth and detailed analysis on the significance and existing problems of integrated teaching of picture books and main textbooks in primary school English, and explore how to effectively integrate picture books and textbooks in combination with teaching examples in primary school English. In order to promote students' language ability, thinking quality and other aspects of the core quality of English.

A Study on Language Attrition Factors Affecting Children’s Reading of English Picture Books

A Study on Language Attrition Factors Affecting Children’s Reading of English Picture Books

The Selection of English Picture Books for Primary Schools under the Consciousness of Cultural Subjects

The Selection of English Picture Books for Primary Schools under the Consciousness of Cultural Subjects

Programming E-Books: Culture, English, and Scratch for Schoolchildren of Rural Taiwan

There were few papers for interdisciplinary integration of Scratch programming, English learning, and local cultures as far as the digital animated E-book creation of elementary schools was concerned. This article proposes an interdisciplinary innovative teaching mode, with college students as teachers, Scratch programming and English learning as tools, and a local legend The Wind Chasers of Siraya as material for schoolchildren in a remote area of Taiwan. Schoolchildren were divided into four groups, and each group was responsible for a part, and finally these four parts were integrated into a complete animated English picture book with images, sound, music, and games. The purpose is to enhance the acquisition and learning of information technology and English application among schoolchildren in the remote area. Participants were evaluated in accordance with their learning motivation, self-efficacy, and learning effect. The self-efficacy scale was designed from three dimensions of the self-efficacy theory presented by Bandura and the syllabus of five functions in Scratch. The teaching effects were investigated with paired sample <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex-math notation="LaTeX">$t$ </tex-math></inline-formula> test. The results of these assessments revealed that schoolchildren’s learning motivation has been elevated, with a significant improvement of self-efficacy and overall learning achievement. In addition, the post-test revealed that Scratch programming and English learning from the culture-based illustration book had significant correlation, which suggested that the overall program successfully integrated these two subjects.

The Problems Existing in the Teaching of English Picture Books in Primary Schools and Their Solutions

The Problems Existing in the Teaching of English Picture Books in Primary Schools and Their Solutions

Enhancing Picture Book Reading for Young EFL Learners

With increasing globalization, global English and its association with literacy worldwide have gained widespread attention. Following the law of language learning, more and more countries are making efforts to help their citizens become literate in English from their early years. Picture books have played a crucial part in developing children’s emergent literacy skills. They provide children with fascinating illustrations, advancement in vocabularies, and meaningful sentence structures that go beyond the present contexts. However, picture book reading can be difficult for young English as a Foreign Language (EFL) learners due to the lack of English-speaking environment and language accumulation. With regard to this situation, this article analyzes and discusses the common debates on the print concept, phonological awareness, and vocabularies within an EFL early picture book reading setting to shed light on the practical direction in this field. Following this, this article coins relevant supporting strategies to ensure effective English picture book reading among children by developing supplementary activities, encouraging parent-child interaction, and applying multimedia materials. This article ends with a brief conclusion and questions that may need further exploration and research.

상호소통형 낭독 방식을 토대로 한 영어교수법의 효과 분석

This study examines the impact of an interactive read-aloud program on students’ attitudes toward English language learning and cognition of racial and physical differences. Interactive read-aloud is an instructional context in which the teacher reads aloud a selected picture book to the whole class and strategically provides students with opportunities for discussion and class activities. Sixteen elementary school students participated in an eight-week-long program. They were exposed to interactive readalouds of 16 English picture books. Data was collected through a series of three interviews with participants, interviews with the mothers of three of the participants, and reflective journals kept by three assistant teachers. From the analysis of the data, the study found that 1) the interactive read-aloud program was effective in cultivating positive attitudes toward English language learning by strengthening motivation and boosting confidence, 2) it possibly influenced students to have positive attitudes toward and perceptions of persons with disabilities, but 3) its impact on their attitudes toward and perceptions of racial difference was not ascertained clearly. The study ends with a discussion of implications the findings have for EFL education for children, teacher education programs, and educators in Korea.

Selection of English Picture Books Based on Cultivating Pupils' Cultural Awareness

Selection of English Picture Books Based on Cultivating Pupils' Cultural Awareness

Effective Teaching Strategies of English Picture Book Reading for Hearing-Impaired Children

Effective Teaching Strategies of English Picture Book Reading for Hearing-Impaired Children

Exploration of Learning Strategies in English Picture Book Reading Teaching

Exploration of Learning Strategies in English Picture Book Reading Teaching

The Application of English Picture Books in Primary School English Reading Teaching

The Application of English Picture Books in Primary School English Reading Teaching

Readability Survey of English Picture Books for Effective Extensive Reading:

Readability Survey of English Picture Books for Effective Extensive Reading: