Effects of Repeated Listening to a Story and Word Meaning Explanations on Vocabulary Learning of EFL Children in Taiwan
|關鍵字:||國小英語;英語能力;聆聽故事;故事重述;非刻意單字學習;詞彙習得;詞彙衍生;EFL;language proficiency;story listening;retelling;incidental vocabulary learning;vocabulary growth;vocabulary word generalization|
Listening to stories is a common and most enjoyable activity for children. It also provides opportunities for children to develop decontextualized language skills and has been suggested to contribute to vocabulary growth and language development. The extant literature has suggested that incidental vocabulary learning occurs as language learners read or listen to stories. The present proposed study, extending from the findings of Penno, Wilkinson, and Moore (2002) and others on English-only children, is designed to estimate the effects of repeated story listening and the additive effects of word meaning explanations on novel word learning among EFL children in Taiwan. In addition, the present study also attempts to identify whether subject-related factor, namely children’s entering English proficiency, interacts with the previous two text-related factors. Thirty second-grade children from an English-immersion after-school program in Taipei will be recruited and randomly assigned to either of the two treatment groups: a repeated story-listening with word meaning explanation (WME) and a repeated story-listening without word meaning explanation (NWME). A wordless picture book will be created for the present study to ensure that the possibility of participants’ prior exposure to the stimulus book is minimized. Eight pseudowords will be embedded in the story as target novel words to assure a true zero word knowledge for all participants. The present study will use a quasi-experimental design to examine the effects of repeated story listening and to further compare the possible additive effects of teacher explanation of novel words to children’s word learning. An English language proficiency test will first be administered to both groups of children before the story listening sessions. A trained graduate student who is a native speaker of English will serve as the main reader of the story for both groups. A scripted story-reading protocol and possible responses to children’s questions during each reading will be provided to the reader to ensure procedural fidelity across different reading sessions and both treatment conditions. For both conditions, the same story will be read to the participants four times over two weeks. To understand children’s gains in vocabulary knowledge, at the end of the first, third, and fourth story listening session, the multiple-choice vocabulary posttests will be administered. One week later, all participants will be invited to individually retell the story to measure the children’s use of the target and generalization words. Results of the present proposed study on the effects of repeated story listening and related activities may provide useful information about reading stories to children for parents and English teachers in Taiwan. English teachers can also be informed and inspired to provide effective instructional practices that consider associated factors when using storybook reading in their classroom.