期刊名称：Teanga: The Journal of the Irish Association for Applied Linguistics
印刷版ISSN：0332-205X
电子版ISSN：2565-6325
出版年度：2019
卷号：10
页码：58-76
DOI：10.35903/teanga.v10i0.70
出版社：The Irish Association for Applied Linguistics
其他摘要：This paper begins by discussing the picturebook and its picture-word dynamic and follows with a discussion of their relevance to teachers in a foreign language classroom. Thereafter, a theory of literary understanding is suggested, as a way to support foreign language teachers to interpret their learners’ responses to picturebooks and to help them recognize the relevance of response to the storytelling experience. The final section describes two picturebooks with concrete examples of the different ways that they enable and promote authentic responses, using the children’s linguistic repertoire, and through both the pictures and the words.
关键词：pre-primary; foreign language education; picturebooks; reader
response; authentic responses
