Can explaining less be more? Enhancing vocabulary through explicit versus elaborative storytelling
Can explaining less be more? Enhancing vocabulary through explicit versus elaborative storytelling
复制标题
解释得越少越好吗？
DOI：
--
复制
发表时间：
2018
期刊：
影响因子：
--
通讯作者：
W. Lenhard
中科院分区：
文献类型：
--
作者：
Enni Vaahtoranta;S. Suggate;Cornelia Jachmann;Jan Lenhart;W. Lenhard
共享阅读代表了一种培养学龄前儿童词汇发展的既定做法，特别是在结合明确的词义教学的情况下。然而，一个问题仍然是，明确的单词定义是否有损于故事的传达，从而影响语言学习。因此，本研究以63名学龄前儿童为被试，采用2×2前测随机平衡混合设计，比较了外显讲故事和关注故事、精心讲故事两种方式。孩子们在三节课上每天听两个童话故事，无论是明确的还是详细的，目标词都伴随着明确的(例如，定义、问题)或详细的(例如，手势、隐喻、反问句)单词学习技巧。实验者要么大声朗读故事，要么自由地讲述故事。这两种情况在目标词汇量和复述故事上的表现方面都有类似的大幅增长。研究发现，在显性条件下，解释词与附带词之间存在较大的差异。此外，处于详述状态的儿童在讲故事时不那么焦躁不安。研究结果表明，精心设计的方法和显性的方法都促进了词汇的增长，并为儿童在讲故事时的行为提供了一些不同的影响证据。
Shared reading represents an established practice to foster preschool vocabulary development, particularly when coupled with explicit instruction in word meanings. However, a question remains as to whether explicit word definitions detract from story delivery and hence language learning. Accordingly, this study compared explicit versus story-focused, elaborative storytelling in a 2 × 2 pre–posttest randomized and counterbalanced mixed design with 63 preschoolers. Children were told two fairytales daily across three sessions in either explicit or elaborative conditions, whereby target words were accompanied with either an explicit (e.g., definition, question) or elaborative (e.g., gesture, metaphor, rhetorical question) word learning technique. Stories were either read aloud or freely told by experimenters. Both conditions resulted in similarly large gains in target vocabulary and performance on a story retelling. Some differential effects were found, with there being a larger difference between explained versus incidental words in the explicit condition. Furthermore, children in the elaborative condition were less restless during storytelling. The findings suggest that both elaborative as well as explicit approaches promote vocabulary growth and provide some evidence of differential effects for child behavior during storytelling.
通过听故事偶然获得词汇：朗读和自由讲故事方法之间的比较
影响因子：
3.2
作者：
Lenhart;Lenhard;Vaahtoranta;Suggate
通讯作者：
Suggate
childLex：儿童阅读的德语词汇数据库
影响因子：
5.4
作者：
Sascha Schroeder;Kay-M. Würzner;Julian Heister;Alexander Geyken ;Reinhold Kliegl
通讯作者：
Reinhold Kliegl