The Analysis Of Illustration In Chinese As A Second Language Text Book For The Lower Grade Elementary School Students

The function of illustration in text book can be concluded as make the text book more plentiful and dynamic, stimulate students’ interest in study, attract students’ attention, explain the contents of the text, expand vocabulary and so on. From the view of cognitive psychology, experts thoughts that the reading process is decoding both text and illustration materials. Text and illustration stimulate learners in different ways to help them understand and remember contents much more better. Illustration is one of the most important parts of text book in teaching Chinese as second language. It can help learners understand and deepening impression of text contents, provides situation materials, cultivate aesthetic taste. Beyond that illustration also can show the learners Chinese cultural elements by a visual, vivid and specific way to help learners understand language knowledge better.Through a careful research, The author found that there is barely a definite criterion of the arrangement of illustration in the textbook for teaching Chinese as a foreign language. What’s more, considering that every area or press has its own preference, several detailed aspects of the illustration may vary distinctively, ranging from the selection of materials, designing and language elements. Thus, it is worth serious consideration and noteworthy that how to make all these elements play in harmony and apply them into practical teaching effectively.Based on these aspects, this research starts with the three textbooks aimed at lower grades in primary schools and published by different regions. Firstly, the author made a statistics of the total number of illustrations in these textbooks. At the same time, the author paid particular attention to the distribution ratio concerning the articulation, new words, Chinese character, text and practicing items in the illustrations and then gave a brief analysis of the function of each part. Then, another statistics concerning the placement of illustrations in the textbooks was made by me. The author also made the related analysis and put forward some advice. Lastly, after making an investigation as to the practical application of these textbooks among teachers and overseas students, I combined what I had obtained from previous researches with their timely feedback. Therefore, the author put forward some related advice.Now, The author have made a series of statistics and contrastive analysis, aiming at discovering a better way of application of illustrations in the junior textbook for teaching Chinese as second language.