Enhancing Vocabulary Retention by Embedding L2 Target Words in L1 Stories: An Experiment with Chinese Adult E-Learners

Autor/in	Ge, Zi-Gang
Titel	Enhancing Vocabulary Retention by Embedding L2 Target Words in L1 Stories: An Experiment with Chinese Adult E-Learners
Quelle	In: Educational Technology & Society, 18 (2015) 3, S.254-265 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Story Telling; Foreign Countries; Adult Education; Electronic Learning; Vocabulary Development; Second Language Learning; Teaching Methods; Experimental Groups; Control Groups; Comparative Analysis; Questionnaires; Surveys; Student Attitudes; Instructional Effectiveness; Rote Learning; Memorization; Educational Technology; English (Second Language); Textbooks; Online Courses; Pretests Posttests; China (Beijing) + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Wortschatzarbeit; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Survey; Umfrage; Befragung; Schülerverhalten; Unterrichtserfolg; Mechanisches Lernen; Gedächtnistraining; Unterrichtsmedien; English as second language; English; Second Language; Englisch als Zweitsprache; Textbook; Text book; Schulbuch; Lehrbuch; Online course; Online-Kurs
Abstract	This study aims to investigate the effectiveness of a storytelling approach in Chinese adult e-learners' vocabulary learning. Two classes of 60 students participated in the experiment, with 30 in the experimental group and 30 in the control group. The storytelling approach and the rote memorization approach were employed by the two groups respectively in one teaching session of 30 minutes. Two post-tests were administered to the two groups, with one completed immediately after the teaching and the other assigned three weeks later. A questionnaire survey was also assigned to the experimental group to obtain the learners' perceptions of the storytelling approach. The results of the data analysis showed that the storytelling method was more effective than rote memorization in both short-term retention and long-term retention, though its effects tended to diminish a little bit with time. Possible suggestions to perfect the method were given in the paper. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01