Using a contrastive analysis approach, this study aimed to study emotive words (EWs) in Persian and English short stories for children. It actually tries to find the similarities and differences between the two languages in terms of using emotive words based on different types and tokens of emotions introduced by Wierzbicka (Emotions across cultures: Diversity and universality, 1999) and Devon (The origin of emotions, 2006). Additionally, it sought to investigate the impact of teaching emotive narratives on the learners' practical knowledge of controlling emotions. To fulfill this objective, 20 short stories with similar length and level of difficulty were randomly selected, 10 in English and l0 in Persian, and 35 lines of each story were investigated to identify and classify their EWs based on the two models employed for classification. To examine the extent of similarities and differences between the frequency of EWs used in English and Persian short stories, a Chi-square test was run. The results revealed that there was not a significant difference between the two groups of stories in terms of emotion tokens; however, a significant difference was found between the frequency of EWs used in English and Persian short stories concerning different types of emotion. In the second phase of the study, emotive short stories were explicitly taught to a sample of 25 EFL learners; a DCT was utilized as the pre-test and post-test to find if learners' practical knowledge would improve in the wake of this intervention. The findings revealed a significant improvement in the practical understanding of the participants after being exposed to the instruction of emotive narratives. The results also demonstrated that literature-based activities containing emotional cues could improve young learners' practical knowledge required for controlling their emotions.