The value of picture-book reading-based collaborative output activities for vocabulary retention
The value of picture-book reading-based collaborative output activities for vocabulary retention
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DOI：
10.1177/1362168816655364
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发表时间：
2017-01-01
影响因子：
4.2
通讯作者：
Sun, Chia-Ho
中科院分区：
文献类型：
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作者：
Sun, Chia-Ho
本研究探讨了三种教学模式：图画书阅读（PRO）、图画书阅读+词汇教学（PRVI）和图画书阅读+基于阅读的协作输出活动（PRCOA）对青少年英语学习者词汇习得和记忆的影响。来自三个英语阅读班的80名台湾大学生在每周三次的100分钟的课程中参加了三种模式中的每一种。词汇知识通过两次后测进行测试，使用修改后的词汇知识量表：在每个教学模式后立即测量学生的词汇习得情况，一个月后测量他们的单词保持情况。结果表明，PRVI模式对即时词汇学习最有帮助。然而，PRCOA模式对词汇记忆效果最好，最有利于学生产出性知识的习得和记忆。这项研究表明，直接从词汇教学，引导学生的注意力要学习的单词外显学习并不能保证更大的词汇收益比附带学习，新的单词可以学习课堂合作输出活动的副产品。学生不需要记忆单词，而是通过小组讨论和生成性活动中的脑力投入来学习词汇，从而掌握了富有成效的单词知识。
This study investigated the effects of three instructional modes: picture-book reading-only (PRO), picture-book reading plus vocabulary instruction (PRVI), and picture-book reading plus reading-based collaborative output activity (PRCOA) on young adult EFL (English as a foreign language) learners' vocabulary acquisition and retention. Eighty Taiwanese university students with low to intermediate level English proficiency from three English reading classes participated in each of the three modes once during three weekly 100-minute sessions. Vocabulary knowledge was tested through two post-tests using a modified Vocabulary Knowledge Scale: immediately after each instructional mode to measure students' vocabulary acquisition, and one month later to measure their word retention. The results showed that the PRVI mode was the most helpful for immediate word learning. However, the PRCOA mode was the most effective for word retention, and most conducive to bettering students' productive knowledge in both acquisition and retention. This study suggests that explicit learning from vocabulary instruction that directs students' attention to the words to be learned did not guarantee greater vocabulary gains than incidental learning where new words can be learned as by-products of classroom collaborative output activities. Without trying to memorize words, students learned vocabulary through mental investment in group discussions and generative activities, leading to their mastery of productive word knowledge.