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Title: 繪本共讀對EFL國小學童字彙學習的影響:圖文標指與引導問答之比較
Vocabulary learning with storybook reading in EFL elementary school: Labeling vs. questioning
Authors: 劉儒蓁
Contributors: 葉潔宇
Yeh, Leah C. Y.
Keywords: 繪本共讀
shared storybook reading
vocabulary learning
labeling technique
questioning technique
studentas' English proficiency
Date: 2009
Issue Date: 2010-12-09 12:22:14 (UTC+8)
Abstract: 字彙學習是語文能力重要的一環,許多教學也都是以提升孩童單字量之目的設計的,其中,故事閱讀活動就被推崇為是能以提供豐富情境的方式來增進孩童語文能力的有效策略。本研究主旨在探討繪本共讀對EFL國小學童字彙學習的影響,主要的研究方向有:(1) 圖文標指與引導問答教學對學童運用繪本學習字彙的影響; (2)不同教學引導方式對學生字彙保留量的影響; (3)不同教學引導方式對不同程度學生所產生的影響。
Vocabulary plays an important role in children’s emergent literacy. Many instructions were developed to build children’s word knowledge. Among them, storybook reading is promoted to be an effective strategy that enhances children’s literacy by providing rich contexts. The purpose of the present study aims to examine the effects of the techniques of labeling (L) and labeling plus questioning (L+Q) for vocabulary teaching with storybook reading in EFL elementary school. The study is mainly concerned with three aspects: (1) the effects of L and L+Q on student’s vocabulary learning during shared storybook reading; (2) student’s retention of learned vocabulary affected by the two techniques; (3) the influence of the two techniques on students with diverse English proficiency.
Participants were 54 fifth-grade elementary school students in Taipei County, and the data analysis was based on their performance of the Picture Vocabulary Test (PVT). The findings of the study are as follows. First, L and L+Q techniques were both beneficial for student’s receptive vocabulary learning during shared storybook reading. Second, both L and L+Q techniques were effective in retaining student’s word knowledge. Third, overall performance of students with high English proficiency (HEP) in PVT improved more significantly than that of students with low English proficiency (LEP). Besides, L technique was helpful for HEP and LEP’s receptive vocabulary learning, but not for HEP’s word retention. Moreover, HEP were most influenced by L+Q technique in vocabulary learning during shared storybook reading.
Based on the findings of the present study, pedagogical implications and suggestions for future study were provided at the end of the thesis.
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