An effective method for building meaning vocabulary in primary grades
An effective method for building meaning vocabulary in primary grades
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DOI：
10.1037/0022-0663.98.1.44
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发表时间：
2006-02-01
影响因子：
4.9
通讯作者：
Boote, C
中科院分区：
文献类型：
--
作者：
Biemiller, A;Boote, C
教小学生词汇是很重要的。以前的研究表明，在小学阶段使用故事书教授词汇（词义）的效果是20%-25%。目前的研究关注的是教学过程中可能对词义习得的影响（研究1）和增加词义习得的百分比和数量（研究2）。这两项研究都是在一所工人阶级学校进行的，大约有50%的英语学习者。在这些研究中，普通教师与全班一起工作。在研究1中，平均增益的12%的单词的含义获得了使用重复阅读。添加文字解释增加了10%的收益，总收益为22%。预测不好对收益没有影响。在研究2中，结果显示，学习41%的单词含义教。按照这个速度，如果教1,000个单词的意思，孩子们一年可以学习400个单词的意思。探讨了在小学阶段进行词汇教学的可行性。
Teaching vocabulary to primary grade children is essential. Previous studies of teaching vocabulary (word meanings) using story books in the primary grades reported gains of 20%-25% of word meanings taught. The present studies concern possible influences on word meaning acquisition during instruction (Study 1) and increasing the percentage and number of word meanings acquired (Study 2). Both studies were conducted in a working-class school with approximately 50% English-language learners. The regular classroom teachers worked with their whole classes in these studies. In Study 1, average gains of 12% of word meanings were obtained using repeated reading. Adding word explanations added a 10% gain for a total gain of 22%. Pretesting bad no effect on gains. In Study 2, results showed learning of 41% of word meanings taught. At this rate of learning word meanings taught, it would be possible for children to learn 400 word meanings a year if 1,000 word meanings were taught. The feasibility of teaching vocabulary to primary grade children is discussed.