Silent Reading and Self-Access Reading Aloud: A Comparison of the Impact on EFL Incidental Vocabulary Acquisition
邱毓幃、曹秀蓉
E-mail: [email protected]
ABSTRACT
This study aims to investigate the effects of a reading aloud (RA) strategy on ESP college students’ incidental vocabulary acquisition. The purposes of the study include (a) exploring whether extensive reading will improve students’ vocabulary
knowledge, (b) investigating whether a reading aloud strategy has more impact on students’ incidental vocabulary acquisition, and (c) examining the relationship between different word features and incidental vocabulary acquisition. The subjects were thirty-four engineering majors enrolled in two ESP classes at Dayeh University in Taiwan. The experiment was conducted using quantitative methods to collect data. The instruments included vocabulary translation pretest, vocabulary translation posttest, reading materials in which the 24 target words were embedded, and “distractor” reading materials containing no target words. Participants read the reading materials over a six-week treatment period between the pretest and posttest. The results of the study revealed that extensive reading, whether through reading silently or reading aloud, helped students’ learn new words incidentally. Moreover, the reading aloud strategy was found to be more effective in promoting incidental acquisition than silent reading. Finally, in this study word length was found to play a crucial role in determining students’ vocabulary acquisition. On the basis of the research findings, some pedagogical implications and suggestions for further research were proposed. First, extensive reading may help students increase vocabulary knowledge incidentally. Students should be encouraged to read aloud when reading because the reading aloud strategy is even effective than the reading silently strategy in incidental vocabulary acquisition. The reading aloud strategy even help students to remember the meaning of longer words.
Keywords : Incidental Vocabulary Acquisition、Reading Silently、Reading Aloud、Word Features Table of Contents
Cover page Signature ii Authorization iii Chinese Abstract iv Abstract v Acknowledgement vi Table of Contents vii List of Tables x List of Figures xi Chapter I. INTRODUCTION………1 1.1 Background and Motivation of the Study………...…....1 1.2 Purpose of the Study………...
………2 1.3 Research Questions……….………..………….….3 1.4 Significance of the Study………
………...……….4 1.5 Definition of Terms………..…………...4 1.6 Limitations of the Study ...5 Chapter II. LITERATURE REVIEW 7 2.1 Second Language Vocabulary Acquisition 7 2.1.1 Implicit and Explicit on Second Language Teaching and Learning 8 2.1.2 Vocabulary Acquisition through Reading 10 2.2 Reading Aloud and Reading Silently Strategy Instruction 11 2.2.1 Reading Aloud 11 2.2.2 Reading Silently 13 2.3 Incidental Vocabulary Learning 14 2.3.1 Word Exposures 16 2.4 English for Specific Purpose 17 Chapter III. METHODOLOGY 19 3.1 Introduction 19 3.2 Research Design 19 3.3 Participants 20 3.4 Sampling 21 3.5 Experimental Materials and Instruments 21 3.5.1 Word List and Reading Materials 22 3.5.2 Recording Instruments and Reading Software 24 3.5.3 Vocabulary Translation Test 25 3.5.4 Vocabulary Translation Test Grading Rubrics 25 3.6 Procedure 26 3.7 Data Analysis 29 3.8 Pilot Study 32 Chapter IV. RESULES and DISCUSSIONS………...35 4.1 Effects of RS and RA on Incidental Vocabulary Acquisition ...……….35 4.2 Comparison between RS and RA………
…...39 4.3 Word Features and Incidental Vocabulary Acquisition………...43 Chapter V. CONCLUSION
...………..51 5.1 Summary of the Research Finding………
……..51 5.2 Pedagogical Implications ...………52 5.3 Suggestions for Further Studies……
………..54 References 56 Appendix A: Target Word Reading Materials 60 Appendix B: Distractor of Reading Materials 74 Appendix C: Vocabulary Translation Pretest 77 Appendix D: Vocabulary Translation Posttest 78 Appendix E: Randomization Plan 79 Appendix F: Participants’ Vocabulary Translation Pretest & Posttest Score 81 Appendix G: Multiple Regression Analysis Data 83 List of Tables Table 2.1 - The Explicit and Implicit Dimension in Learning Teaching and Learning Strategies 9 Table 3.1 - Distribution of Participants 19 Table 3.2 - Word List 20 Table 3.3 - Standard of Reading Ease in Flesch Reading Ease Score 29 Table 3.4 - Readability of 24 Target Words Reading Materials 29 Table 3.5 - Participants’ Mean Scores in the Pilot Study 31 Table 4.1 - Comparison of Vocabulary Pretest and Posttest 33 Table 4.2 - Comparison of Vocabulary Pretest and
Posttest from the perspective of students’ vocabulary knowledge sufficiency 35 Table 4.3 - Comparison of Progress between RS and RA 37 Table 4.4 - Gain of Vocabulary Knowledge from Pre-test to Post-test 38 Table 4.5 - ANOVA of Different Vocabulary Knowledge x Reading Strategy 38 Table 4.6 - Pearson’s r of Word Features vs. Students’ Progress – RS 42 Table 4.7 - Multiple Regression Analysis of Word Features vs. Students’ Progress – RS 43 Table 4.8 - Pearson’s r of Word Features vs. Students’
Progress – RA 43 Table 4.9 - Multiple Regression Analysis of Word Features vs. Students’ Progress – RA 44 List of Figures Figure 3.1 – Reading Materials Treatment25 Figure 3.2 – Procedure of Present Study 27
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