The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary
The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary
复制标题
DOI：
10.1017/s0305000996003005
复制
发表时间：
1997-02-01
影响因子：
2.2
通讯作者：
Senechal, M
中科院分区：
文献类型：
--
作者：
Senechal, M
本研究旨在探讨故事书阅读中的教学技巧对幼儿习得故事书中新词汇的影响。每组30名3岁和4岁的儿童分别阅读一本故事书。本研究包括三种故事书阅读情境：单次阅读、重复阅读和提问。在重复阅读和提问条件下，故事书被读了三遍。在提问条件下，儿童被要求在每次阅读故事书时，用新单词标记目标项目。听故事书的多次阅读促进了儿童的表达性和接受性词汇的习得，而在多次阅读过程中回答问题更有助于表达性词汇的习得。这些发现表明，在一定条件下，成人使用的教学技术对学龄前儿童的接受性和表达性词汇有不同的影响。
The present study was conducted to assess the effect of didactic techniques used during storybook reading on young children's acquisition of new vocabulary introduced in storybooks. Thirty children for each group of three- and four-year-old children were read one storybook individually. The study included three storybook reading conditions: single-reading, repeated-reading and questioning. In both the repeated-reading and the questioning conditions, the storybook was read three times. Children in the questioning condition were asked, during each reading of the storybook, to label target items with the novel words. Listening to multiple readings of a storybook facilitated children's acquisition of expressive and receptive vocabulary, whereas answering questions during the multiple readings was more helpful to the acquisition of expressive than receptive vocabulary. These findings suggest that, under certain conditions, didactic techniques used by adults have differential effects on preschoolers' receptive and expressive vocabulary.