그림책의 삽화와 텍스트의 상호작용에 대한 이해 기반 초등 영어 문자 언어 학습 양상

Aspects of primary English literacy learning based on understanding interactions of illustrations and texts of picture books

The purpose of this study was to investigate the aspects of teaching primary English literacy based on the interactions of illustrations and texts in picture books. To attain the objective, the following questions were raised. 1) What types of influence do the interactions of illustrations and texts in picture books have on EFL children’s English reading comprehension? 2) What aspects are shown in the development of children’s writing when intertextuality of picture books are reflected? Twenty-seven 6th graders were asked to read picture books and to do the picture reading activities. The study yielded two results. First, the effectiveness of reading based on the interactions of the illustrations and the texts was revealed. For example, learners used voluntary re-reading strategies, recognized that new meanings could be produced by the interactions, and understood that authors used illustrations as a communication channel by controlling the placement, composition, and roles of pictures. Second, learners’ writing fluency was increased. In other words, learners showed intertextuality by copying, parodying, or transforming the form of well-known patterns in the children’s literature, fairy tales, and picture books used in this research.