Exploring A Tentative Model For The Inclusion Of Pictorial Illustrations In ECELDs Based On Script Theory

As one basic explanatory technique of bilingual learners' dictionaries,pictorial illustrations serve multiple purposes,such as clarifying verbal definition,conveying cultural information,contextualizing the usage of headwords,revealing lexical nuances,explaining grammar etc.Compared with adults' SLA,the functions of pictorial illustrations for children's SLA are more obvious and diverse.Unfortunately,the large number of functions pictorial illustrations possess are not yet effectuated,especially those concerning cultural codes.This is due to the fact that theoretical research on pictorial illustrations in ECELDs is rather scarce and no design model of pictorial illustrations is available.Against this backdrop,this thesis attempts to 1)study the necessity of including pictorial illustrations in ECELDs;2)analyze the treatment of pictorial illustrations in mainstream ECELDs;3)explore a tentative model for including pictorial illustrations in ECELDs.To study the necessity of including pictorial illustrations in ECELDs,the author firstly analyzes the processes of children's SLA,including both cognitive and sociolinguistic processes,in order to find out the typical problems younger language learners encounter.Subsequently,through illustrating both the cognitive and sociocultural functions of pictorial illustrations,the author will make it clear that pictorial illustrations in ECELDs help tackle the difficulties.The present research makes a study of pictorial illustrations in three mainstream ECELDs.The shortcomings and strengths pictorial illustrations presented have been revealed.Specifically,the strengths consist in 1)being aesthetic;2)aiding comprehension.The drawbacks incorporate 1)monotony of pictorial illustrations;2)rough selection of headwords to be illustrated;3)absence of coherence;4)negligence of sociocultural functions;5)redundancy of illustrations.To address the demerits above,the present study,based on script theory,proposes a tentative model for including pictorial illustrations in ECELDs.For theoretical support,the author discusses the feasibility of applying the theory to the design of pictorial illustrations in ECELDs.Firstly,script,which categorizes our knowledge of the world,is consistent with the essential property of dictionaries-structuring and recording knowledge.Secondly,the situation model of script theory stresses the importance of multi-dimensional coherence(mainly spatial coherence,causal coherence,and protagonist coherence)for linguistic understanding and memory retrieval.This coincides with the cognitive features of elementary students who depend on experience with perceptible situations for understanding and memorization.Then,the significance of applying the theory to the inclusion of pictorial illustrations in ECELDs gets discussed.The multi-dimensional coherence not only addresses the inconsistence,redundancy and monotony of illustrations,but promotes cognition,enables sustained attention for deep learning and enhances communicative competence.In terms of the operationality of the model,the present study,having discussed how to utilize the multidimensional coherence to build the macrostructure,nediostructurc and microstructure of dictionaries,proposes a model involving two concrete steps and three principles of applying this model.Overall,the tentative model is expected to boost Chinese elementary school students' ability to use English for communication and their cognition.It may also shed light on the compilation of and research on bilingual elementary lcarners' dictionary.