Interactive Book Reading and Vocabulary Development in Primary Foreign Language Classrooms
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- Hayashi Yuko
- Saga University
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- Kuradomi Yuta
- Saga University Graduate School of Education
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説明
The current study reports on an intervention study that investigated the effects of interactive storybook reading on foreign language (FL) vocabulary development, particularly gains in knowledge of sound-to-picture (meaning) correspondences (SPC) and sound-to-letter correspondences (SLC) of target items, in Japanese primary school learners of English. Two sets of a four-lesson unit entailing shared storybook reading and extension activities were implemented with an intact class of 38 children in Year 5. The results showed that intervention effects were pronounced in the SPC vocabulary scores in both units, whereas few significant gains were made in knowledge of SLCs. The observed intervention effects and lack thereof are discussed in terms of the research principles gleaned from the interactive storybook reading literature.
収録刊行物
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- LET Kyushu-Okinawa BULLETIN
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LET Kyushu-Okinawa BULLETIN 17 (0), 35-48, 2017
外国語教育メディア学会 九州・沖縄支部
