A Replication of "Is Form-Focused Vocabulary Instruction Worthwhile?" (Mason and Krashen, 2004)

Stephen  Clarke

Story listening is an instructional procedure developed by Beniko Mason in which teachers aim to provide compelling and comprehensible aural input bytelling stories and using pictures, gestures and L1 translations to help learners to understand the content (Mason, 2015). Studies have suggested that story listening is a more efficient way of developing vocabulary knowledge than more traditional and form-focused types of vocabulary instruction (Mason, 2007; Mason and Krashen, 2004; Mason, Vanata, Jander, Borsch and Krashen, 2009).These short research notes present a loose replication of Is Form-Focused Vocabulary Instruction Worthwhile?" (Mason and Krashen, 2004), which reported a quasi-experimental study of two treatments and their relative effects on vocabulary growth. In both treatments, subjects listened to a story, but one of the groups also did supplementary vocabulary activities designed to teach the new words in the story. This group gained more words on a delayed post-test than the group that only listened to the story, but the latter gained more words per minute of exposure, suggesting that story listening alone is more efficient than combining story listening with traditional vocabulary activities.

A Replication of "Is Form-Focused Vocabulary Instruction Worthwhile?" (Mason and Krashen, 2004)

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A Replication of "Is Form-Focused Vocabulary Instruction Worthwhile?" (Mason and Krashen, 2004)

説明

収録刊行物

キーワード

詳細情報 詳細情報について

書き出し

問題の指摘

詳細情報詳細情報について