Is Concurrent-Translation or Preview-Review More Effective in Promoting Second Language Vocabulary Acquisition?

Autor/inn/en	Ulanoff, Sharon; Pucci, Sandra
Titel	Is Concurrent-Translation or Preview-Review More Effective in Promoting Second Language Vocabulary Acquisition?
Quelle	(1993), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Advance Organizers; Bilingual Education; Classroom Techniques; Comparative Analysis; Elementary School Students; English (Second Language); Grade 3; Instructional Effectiveness; Learning Strategies; Limited English Speaking; Primary Education; Second Language Learning; Second Languages; Spanish Speaking; Translation; Vocabulary Development + Suchen Sie Ihr Suchwort? Lernmaterial; Bilingual teaching; Bilingualer Unterricht; Klassenführung; English as second language; English; Second Language; Englisch als Zweitsprache; School year 03; 3. Schuljahr; Schuljahr 03; Unterrichtserfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Primarbereich; Zweitsprachenerwerb; Second language; Zweitsprache; Wortschatzarbeit
Abstract	This study investigated the effectiveness of two English second language (ESL) teaching methodologies commonly used in bilingual classrooms: concurrent translation, often criticized but widely practiced, and dual language preview-review, which combines introductory and follow-up exercises in the first language and lesson teaching in the second language. Subjects were 60 native Spanish-speaking third-grade students of mixed Spanish and English reading skills, divided into three groups. One (n=16) was a control group, one (n=21) was taught using concurrent translation, and one (n=23) was taught using the preview-review method. All had the same teacher. Pre- and posttests of vocabulary acquisition were administered and analyzed. Results indicate that the children learned and retained far more vocabulary with the preview-review method. However, students taught with the concurrent translation method who took a delayed posttest performed better than those with a posttest immediately after treatment; this difference was not statistically significant. The findings support the use of preview-review in the bilingual classroom. Further research on the possible negative effects of the concurrent translation method, on long-term treatment effects, and on methods building on student background knowledge is recommended. A 57-item bibliography and the vocabulary test used are appended. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01