以理解为基础的视觉艺术教学和以制作为基础的闪卡教学对幼儿英语学习者词汇掌握和保持的有效性

IF 3.7 1区文学 Q1 LINGUISTICS

Studies in Second Language Learning and Teaching Pub Date : 2024-01-30 DOI:10.14746/ssllt.30183

Maja Milosavljevic, B. Reynolds

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引用次数: 0

摘要

近年来，有关青少年英语学习者的研究越来越受欢迎，但时至今日，这方面的研究仍然不够深入。本研究旨在通过探讨通过理解实施的视觉艺术活动与通过基于理解的教学实施的更常用的闪卡活动对幼儿英语学习者词汇习得和保持的影响，为这一研究领域添砖加瓦。这项研究特别关注那些在课堂外没有机会接触英语的低年级学习者。这项研究采用了主体内平衡设计，研究对象是平均年龄为 3 岁零 8 个月的幼儿英语学习者（47 人）。研究结果证明，这两种教学类型对幼儿英语学习者的词汇生产性学习和接受性学习都非常有效。此外，通过理解型教学实施的视觉艺术活动对词汇保持的积极影响明显高于生产型教学。

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The effectiveness of comprehension-based visual arts instruction and production-based flashcard instruction in young English language learners’ vocabulary acquisition and retention

Research on young English language learners has been gaining popularity in recent years, but to this day remains underdeveloped. The present study aimed to add to this body of research by exploring the effects of visual arts activities implemented via comprehension and compared to more commonly used flashcard activities implemented via comprehension-based instruction on young English language learners’ vocabulary acquisition and retention. The study specifically focused on very young learners who do not have access to the English language outside of the classroom. This study employed a within-subjects counterbalanced design with young English language learners (N = 47) with a mean age of three years and eight months. The results provided evidence that both instruction types are highly effective in the productive and receptive learning of vocabulary among young English language learners. Furthermore, the positive effects of visual arts activities implemented via comprehension-based instruction on vocabulary retention were found to be significantly higher than those of the production-based instruction.

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来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.