Interactive Book Reading and Vocabulary Development in Primary Foreign Language Classrooms

• Hayashi Yuko

  Saga University

• Kuradomi Yuta

  Saga University Graduate School of Education

Abstract

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.

Journal

• LET Kyushu-Okinawa BULLETIN

  LET Kyushu-Okinawa BULLETIN 17 (0), 35-48, 2017

  The Japan Association for Language Education and Technology Kyushu-Okinawa Chapter

Keywords

• interactive storybook reading
• vocabulary acquisition
• literacy instruction
• foreign language

Details

• CRID: 1390282763014955904
• NII Article ID: 40021633356
• NII Article ID: 130007396613
• DOI: 10.24716/letko.17.0_35
• ISSN: 24337579
• ISSN: 13483862
• NDL BIB ID: 029157773
• Web Site: http://id.ndl.go.jp/bib/029157773
• Web Site: https://ndlsearch.ndl.go.jp/books/R000000004-I029157773
• Text Lang: en
• Data Source:
  • JaLC
  • NDL
  • CiNii Articles
  • KAKEN
• Abstract License Flag: Disallowed