%0 Journal Article
%T The Interpersonal Meaning Analysis of ChildrenĄ¯s Language-Learning-Focused Picture Books: From a Multimodal Discourse Analysis Perspective
%A Jiaqi Wang
%A Jing Yin
%J Open Access Library Journal
%V 11
%N 6
%P 1-19
%@ 2333-9721
%D 2024
%I Open Access Library
%R 10.4236/oalib.1111659
%X ChildrenĄ¯s picture books are typical combinations of image modality and text modality. Reading well-illustrated picture books will help to develop childrenĄ¯s early literacy skills, which will in turn impact their subsequent academic de-velopment and socialization. From the perspective of multimodal discourse analysis and based on the Systemic Functional Grammar and Visual Narrative Theory, the study took the language-learning-focused picture book set level 4 of Oxford Reading Tree as an example and analyzed how interpersonal meanings are constructed in it. Through the analysis of mood, modality, and person systems in the verbal mode, focalization, pathos, and ambience in the visual mode, and the two relations of elaboration and extension between pic-tures and words, the study deciphers the ways of constructing pictorial-text re-lations in picture books and provides insightful implications for parents and teachers to do picture book reading with children effectively while improving their language skills and especially the narrative macrostructure.
%K Multimodal Discourse Analysis
%K Interpersonal Meaning
%K Picture Books
%K Oxford Reading Tree
%U http://www.oalib.com/paper/6824925