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Measuring the effects of repeated exposure to children’s graded readers
Language Teaching Research ( IF 3.401 ) Pub Date : 2021-07-30 , DOI: 10.1177/13621688211036609
Àngels Llanes 1 , Elsa Tragant 2
Affiliation  

The present study presents an instructional procedure developed in an attempt to enhance incidental learning through graded readers in class, the Multiple Incidental Exposures (MIE) procedure, and compares it to a more common procedure involving reading and doing the exercises, which is referred to as Traditional Explicit Practice (TEP). Participants were 44 Catalan/Spanish students (aged 10–11 years) taking the fifth course of primary education in a school in Catalonia. Participants belonged to two intact classes that were randomly assigned a condition: MIE group (n = 23, n = 15 males, n = 8 females) and the TEP group (n = 21, n = 12 males, n = 9 females). The MIE group was first told the story by their teacher, then read and listened to the graded readers twice (first collectively and later on individually), to be followed by a True/False activity and a jigsaw reading task. The TEP group read and listened to the story collectively once and then performed a series of traditional explicit exercises very similar in format to those included at the end of the graded reader. Participants were administered a vocabulary test, a grammar test and a perception of pronunciation test following a pre- post-test design. A questionnaire on the participants’ attitudes was also administered on the post-test. The results show that while the TEP procedure is more effective for grammar learning, the MIE and TEP procedures are equally effective in terms of vocabulary and pronunciation. In terms of enjoyment and perception of learning, both groups showed comparable results.



中文翻译:

测量反复接触儿童分级阅读器的影响

本研究提出了一种教学程序,旨在通过课堂分级阅读器来增强偶然学习,即多次偶然接触 (MIE) 程序,并将其与更常见的涉及阅读和做练习的程序进行比较,后者被称为传统显式练习 (TEP)。参与者是 44 名加泰罗尼亚/西班牙学生(10-11 岁),在加泰罗尼亚的一所学校学习第五门小学教育课程。参与者属于随机分配条件的两个完整类别:MIE 组(n = 23,n = 15 名男性,n = 8 名女性)和 TEP 组(n = 21,n = 12 名男性,n= 9 名女性)。MIE 小组首先由他们的老师讲故事,然后对评分的读者进行两次阅读和聆听(首先是集体阅读,然后是单独阅读),然后是真/假活动和拼图阅读任务。TEP 小组集体阅读和聆听故事一次,然后进行一系列传统的显式练习,其格式与分级阅读器末尾包含的练习非常相似。根据前后测设计对参与者进行词汇测试、语法测试和发音测试。在后测中还对参与者的态度进行了问卷调查。结果表明,虽然 TEP 程序对语法学习更有效,但 MIE 和 TEP 程序在词汇和发音方面同样有效。

更新日期:2021-07-30
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