Effects of Reciprocal Teaching on EFL Learners’Vocabulary Acquisition and Reading Comprehension by the Use of Picture
黃如君、曹秀蓉
E-mail: 9805884@mail.dyu.edu.tw
ABSTRACT
Vocabulary knowledge and reading comprehension ability are undoubtedly two major abilities in English language learning. For enhancing reading comprehension, Palincsar and Brown (1984) proposed “reciprocal teaching”. It consists of four strategies:
predicting, questioning, clarifying and summarizing under the setting of group cooperative discussion. Moreover, picture story books accompanied with English picture dictionary, which is slightly modified from Nation’s (2008) model of “word cards”, are also implemented to facilitate learners’ vocabulary acquisition and reading comprehension. Participants, sixth graders, were divided into two groups: the experimental and the control group by placement test and each group consists of 161 learners. Therefore, participants in the experimental group are instructed with reciprocal teaching and English picture story books to explore whether their vocabulary acquisition and reading comprehension would be better than participants in the control group instructed with textbooks assigned by the Ministry of Education and regular teaching. Three tests were conducted to compare the effects of two different instructional methods from the perspectives of intentional vocabulary acquisition, incidental vocabulary acquisition and reading comprehension. Furthermore, a questionnaire of two versions for group leaders and group members was also filled out by participants to investigate their perception toward picture story books and reciprocal teaching. According to the results, participants of the experimental group got significantly better scores not only on reading comprehension but also on intentional and incidental vocabulary acquisition than participants of the control group. In addition, participants in the experimental group held obviously positive perception toward picture story books and reciprocal teaching.
Keywords : Picture Story Book、Reciprocal Teaching、Intentional Vocabulary Acquisition、Incidental Vocabulary Acquisition
、Reading Comprehe
Table of Contents
COVER PAGE SIGNATURE PAGE
AUTHORIZATION PAGE……….……...iii
ABSTRACT(ENGLISH)……….………iv
ABSTRACT(CHINESE)………..v
ACKNOWLEDGEMENT………...………….……..vi TABLE OF CONTENTS vii
LIST OF FIGURES xi LIST OF TABLES xii
CHAPTER I. INTRODUCTION 1 1.1 Background of the Problem 1 The Problem 1
Solutions 3
1.2 Purpose of the Study 5 1.3 Research Questions 6 1.4 Definition of Terms 7 1.5 Significance of the Study 9
CHAPTER II. LITERATURE REVIEW 10
2.1 Educational Values of English Picture Story Books 10 Vocabulary in English Picture Story Books 12
Picture Dictionary for Vocabulary Learning 13 Vocabulary and Reading Comprehension 15 2.2 Reciprocal Teaching 16
Reciprocal Teaching and ZPD Theory 19 Reciprocal Teaching and Scaffolding 20
Reciprocal Teaching and Metacognitive Strategies 22 Reciprocal Teaching and Independent Learning 24 2.3 Implementing of Reciprocal Teaching 25 Related Experiments of Reciprocal Teaching 25
2.4 Reciprocal Teaching and Cooperative Language Learning 27 Cooperative Language Learning 27
Reciprocal Teaching and Cooperative Language Learning 28 Collaborative Strategic Reading 29
CHAPTER III. METHODOLOGY 31 3.1 Research Design 31
3.2 Participants 32 3.3 Instruments 33 Teaching Material . 33 Picture Dictionary . 35 Measurement . 36 Questionnaire 37
3.4 Research Procedure 38 3.5 Data Analysis 43 3.6 Pilot Study 43 Data Collection 43 Data Analysis 44
CHAPTER IV. RESULTS 50
4.1 Effects on Intentional Vocabulary Acquisition 50 4.2 Effects on Incidental Vocabulary Acquisition 52 4.3 Effects on Reading Comprehension 58
4.4 Learners’ Perception toward Picture Story Books and Reciprocal Teaching 62 Learners’ Perception toward Picture Books for Vocabulary Acquisition 63
Learners’ Perception toward Reciprocal Teaching by the Use of Picture Story Books for Reading Comprehension 64 Learners’ Perception toward Reciprocal Teaching for Cooperative Learning 65
CHAPTER V. CONCLUSION 69 5.1 Summary of the Main Findings 69 5.2 Pegagogical Implication 71 5.3 Limitation of the Study 73 5.4 Suggestions for Future Studies 74
Chinese References 76 English References 77
Appendix A: Improtance of English 84
Appendix B: Arrangement of Picture Dictionary………85 Appendix C: A Placement Test 86
Appendix D: English Textbook of Kang-Hsuan Edition………….…88 Appendix E: English Picture Story Book—Thumper’s Shapes 89 Appendix F: Lesson Plan for the Experimental Group 90
Appendix G: Lesson Plan for the Control Group 93
Appendix H: Worksheet for Period 3 in the Control Group 95 Appendix I: Quiz for the Experimental and Control Group 96
Appendix J: Timetable of Reading Instruction for the Experimental and Control Group 98 Appendix K(1): Questionnaire for Group Leaders (Chinese Version) 99
Appendix K(2): Questionnaire for Group Leaders (English Version) 101 Appendix L(1): Questionnaire for Group Members (Chinese Version) 104 Appendix L(2): Questionnaire for Group Members (English Version) 106
Appendix M: Reading Material for the Experimental Group 109 REFERENCES
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