Towards A Model Of Pictorial Illustrations In English-Chinese Learner's Dictionaries

Pictorial illustrations in a dictionary are not limited to decoration;they can clarify definitions,convey cultural information,enlarge vocabulary,explain grammar and broaden the knowledge of dictionary users.Compared with mainstream learner's dictionaries,pictorial illustrations in English-Chinese learner's dictionaries are inferior both in quantity and quality.Moreover,relevant studies are limited both at home and abroad,leaving them without theoretical guide.To remedy the deficiencies of previous studies,this thesis mainly focuses on the following issues:(1) the cognitive analysis of pictorial illustrations in dictionaries;(2) the longitudinal analysis of pictorial illustrations in mainstream learner's dictionaries; (3) a tentative model concerning the optimization of pictorial illustrations in English-Chinese learner's dictionaries.In the theoretical analysis,dual coding theory and limited cognitive capacity theory are adopted to explain the related issues of pictorial illustrations cognitively: the importance of pictorial illustrations in dictionaries,the consistence between pictorial illustrations and verbal information,the interaction between pictorial illustrations and their verbal supports,pictorial illustrations and vocabulary building, individual/cultural differences concerning the reception of pictorial illustrations as well as mediums/placement of pictorial illustrations and corresponding impacts on the reception,thus successfully filling the cognitive gap of previous studies.Unlike the previous studies which focus on the pictorial illustrations in one dictionary or several dictionaries only,this thesis takes a study of pictorial illustrations longitudinally to conclude the six developmental trends as well as three shortcomings of them.Moreover,the status quo of pictorial illustrations in English-Chinese learner's dictionaries is also revealed. Based on the above findings,an optimized model of pictorial illustrations in English-Chinese learner's dictionaries is proposed with consideration of the various parts concerning pictorial illustrations in the English-Chinese learner's dictionary structure.A cognitive principle in line with the cognition of dictionary users and a principle learning selectively from the developmental trends of pictorial illustrations in mainstream learner's dictionaries are established also in this model.Besides, application of three concrete steps in this model is provided to ensure its workability.