A Comparison of Three Methods of Vocabulary Instruction during Read‐Alouds in Kindergarten
A Comparison of Three Methods of Vocabulary Instruction during Read‐Alouds in Kindergarten
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幼儿园朗读词汇教学三种方法的比较
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发表时间：
2007
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通讯作者：
R. Silverman
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作者：
R. Silverman
本文介绍了两项研究的结果，比较了三种故事书中词汇教学的方法：(a)情境教学，将单词与书籍中的使用和儿童的个人经验联系起来；(b)分析教学，通过对除书本和儿童经验以外的语境中的单词进行语义分析来加强语境教学；(c)锚定教学，它通过关注单词的口语和书面形式来增强分析教学。每一种方法由两所学校的6个幼儿园教室中的2个课堂教师实施，为期6周。在第一项研究中，在干预结束时，我比较了这些方法对94名儿童学习教过的单词的影响。第二项研究调查了50名来自原始研究的儿童在干预6个月后的教学效果，当时这些儿童都在一年级。在参与研究的儿童中，约三分之一是英语学习者，约三分之一来自社会经济地位较低的家庭。我根据语言发展测试P:3 （Test of Language Development P:3）的格式开发了一种图片和口语词汇测量方法，评估了儿童对干预中目标词汇的认识，我管理并使用该方法作为儿童一般词汇知识的对照。结果表明，分析教学法和锚定教学法在促进幼儿目标词汇学习方面都明显优于情境教学法。
This article presents results from 2 studies comparing 3 approaches to teaching vocabulary during storybook reading: (a) contextual instruction, based on connecting words to their use in books and to children’s personal experience; (b) analytical instruction, which enhances contextual instruction with semantic analysis of words in contexts other than the books and children’s experience; and (c) anchored instruction, which augments analytical instruction with attention to the spoken and written forms of words. Each approach was implemented by classroom teachers in 2 of 6 kindergarten classrooms from 2 schools for 6 weeks. In the first study, I compared the effects of these approaches on 94 children’s learning of taught words at the end of the intervention. The second study investigated the effects of instruction with 50 children from the original study 6 months after the intervention, when the children were in first grade. Of the children in the study, about a third were English language learners, and about a third were from low socioeconomic status families. I assessed children’s knowledge of the words targeted in the intervention through a picture and oral vocabulary measure that I developed based on the format of the Test of Language Development P:3, which I administered and used as a control for children’s general vocabulary knowledge. Results suggested that both the analytical and anchored methods of instruction were significantly more effective than the contextual method at promoting children’s learning of words targeted in instruction.