The Impact of Second-Language Storybook Reading on the Vocabulary Acquisition of Grade 1 Learners

IF 0.5 3区文学 0 LANGUAGE & LINGUISTICS

Language Matters Pub Date : 2020-01-02 DOI:10.1080/10228195.2019.1657488

Lenore van den Berg, N. Klapwijk

引用次数: 3

Abstract

Abstract Vocabulary development is positively associated with reading development, reading comprehension and academic achievement. This article explores how integrating storybook reading with explicit, interactive vocabulary instruction affects Grade 1 second-language vocabulary acquisition. The study participants comprised 69 Grade 1 English second- language learners from three classes in two schools. Using the Peabody Picture Vocabulary Test (PPVT) as pre- and post-test, an intervention—consisting of 30-minute storybook reading sessions accompanied by interactive vocabulary instruction—was administered twice a week for two school terms. The PPVT results show that second-language storybook reading, accompanied by explicit, interactive vocabulary instruction, has a positive impact on Grade 1 vocabulary acquisition.

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二语故事书阅读对一年级学生词汇习得的影响

词汇发展与阅读发展、阅读理解和学习成绩呈正相关。本文探讨了故事书阅读与显性互动词汇教学相结合对一年级二语词汇习得的影响。研究对象为69名来自两所学校三个班的一年级英语第二语言学习者。采用皮博迪图片词汇测试(PPVT)作为测试前和测试后的干预措施，包括30分钟的故事书阅读课程和互动词汇教学，每周两次，持续两个学期。PPVT实验结果表明，二语故事书阅读配合显性互动词汇教学对一年级学生词汇习得有积极影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Matters Multiple-

CiteScore

1.20

自引率

0.00%

发文量

期刊介绍： The purpose of Language Matters is to provide a journal of international standing with a unique African flavour focusing on multilingualism in Africa. Although the journal contributes to the language debate on all African languages, sub-Saharan Africa and issues related to multilingualism in the southern African context are the journal’s specific domains. The journal seeks to promote the dissemination of ideas, points of view, teaching strategies and research on different aspects of African languages, providing a forum for discussion on the whole spectrum of language usage and debate in Africa. The journal endorses a multidisciplinary approach to the study of language and welcomes contributions not only from sociolinguists, psycholinguists and the like, but also from educationalists, language practitioners, computer analysts, engineers or scholars with a genuine interest in and contribution to the study of language. All contributions are critically reviewed by at least two referees. Although the general focus remains on multilingualism and related issues, one of the three issues of Language Matters published each year is a special thematic edition on Language Politics in Africa. These special issues embrace a wide spectrum of language matters of current relevance in Southern Africa.