BibTex RIS Kaynak Göster

A synergy between storytelling and vocabulary teaching through TPRS

Yıl 2014, Cilt: 3 Sayı: 2, 84 - 90, 15.10.2014

Feryal Çubukçu

Öz

Reading comprehension is a complex undertaking that involves many levels of processing. One of the most fundamental aspects of comprehension is the ability to deal with unfamiliar words encountered in text. Readers who struggle with word-level tasks use up valuable cognitive space that could be allotted to deeper levels of text analysis. It is not enough to rely on context cues to predict the meaning of new words, since this strategy often results in erroneous or superficial understandings of key terms, especially in content-area reading (Paynter, Bodrova, & Doty 2005).  This paper examines the interrelationships of vocabulary and TPRS as they impact reading comprehension, and focuses on instructional approaches that foster word-level knowledge. 44 secondary school students joined a pre-post test designed study. The results corroborate the success of TPRS on vocabulary teaching competence.

Anahtar Kelimeler

Storytelling vocabulary teaching TPRS

Kaynakça

  • Abrahamson, C.E. (1998). Storytelling as a pedagogical tool in higher education. Education, 118(3), 440-451.
  • Asher, J. (2000). Learning another language through actions (7th ed.). Sky Oaks, CA: Sky Oaks Productions.
  • Blachowicz, C., Fisher, P., & Ogle, D. (2006). Vocabulary: Questions from the classroom. Reading Research Quarterly, 41(4), 524-539.
  • Bromley, K. (2004). Rethinking vocabulary instruction. The Language and Literacy Spectrum, 14(Spring), 3-12.
  • Foster, S. J. (2011).Processing instruction and teaching proficiency through reading and storytelling. Unpublished MA thesis.
  • Krashen, S. (1982). Principles and practice in second language acquisition. New York: Prentice-Hall.
  • Manzo, A., Manzo, U., & Thomas, M. (2006). Rationale for systematic vocabulary development: Antidote for state mandate. Journal of Adolescent & Adult Literacy, 49(7), 610-619.
  • Newell, F. (1995). Sharing multicultural literature through storytelling, Reading Horizons, 35(5), 422-429.
  • Nicholas, B. J., Rossiter, M. J., & Abbott, M. L. (2011).The power of story in the ESL classroom. Canadian Modern Language Review, 67(2), 247-268.
  • Norton, D. (1993). The effective teaching of language arts (4th ed.). NY: Merrill.
  • Peck, J. (1989). Using storytelling to promote language and literacy development. The Reading Teacher, 43, 138-141.
  • Pellowski, A. (1990). The world of storytelling. NY: H.W. Wilson.
  • Quigley, L. (1959). The blind men and the elephant. NY: Charles Scribner.
  • The Ontario Curriculum Grades 1-8: Language, (2006). Toronto, ON: Ministry of Education.
  • Paynter, D., Bodrova, E., & Doty, J. (2005). For the love of words: Vocabulary instruction that works. San Francisco: Jossey-Bass.
  • Read, C. (1975). Children’s categorization of speech sounds in English (NCTE Research Reports No. 17). Urbana, IL: National Council of Teachers of English.
  • Richek, M. (2005). Words are wonderful: Interactive, time-efficient strategies to teach meaning vocabulary. The Reading Teacher, 58(5), 414-423.
  • Roof, L. M., & Kreutter, C. A. (2010). An interactive storytelling puzzle: Building a positive environment in a second language classroom. Networks: An Online Journal For Teacher Research, 12(1), 1-10.
  • Rubin, D. (1990). Teaching elementary language arts (4th ed.). Englewood Cliffs NJ: Prentice Hall.
  • Scott, R. M. (2010). Word study and reading comprehension: Implications for instruction. Retrieved on April 5, 2014 from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/ww_word_study.pdf
  • Stanovich, K. (1986). Matthew effect in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-407.
  • Templeton, S. (2004). The vocabulary-spelling connection: Orthographic development and morphological knowledge at the intermediate grades and beyond. In J. Baumann & E. Kameenui (Eds.), Vocabulary instruction: Research to practice (pp. 118 – 138). New York: The Guilford Press.
  • Templeton, S. (1983). Using the spelling-meaning connection to develop word knowledge in older students. Journal of Reading, 27, 8-14.
  • Tompkins, G., & Blanchfield, C. (2004). Teaching vocabulary: 50 creative strategies,
  • grades K-12. New Jersey: Pearson.

Yıl 2014, Cilt: 3 Sayı: 2, 84 - 90, 15.10.2014

Feryal Çubukçu

Öz

Kaynakça

  • Abrahamson, C.E. (1998). Storytelling as a pedagogical tool in higher education. Education, 118(3), 440-451.
  • Asher, J. (2000). Learning another language through actions (7th ed.). Sky Oaks, CA: Sky Oaks Productions.
  • Blachowicz, C., Fisher, P., & Ogle, D. (2006). Vocabulary: Questions from the classroom. Reading Research Quarterly, 41(4), 524-539.
  • Bromley, K. (2004). Rethinking vocabulary instruction. The Language and Literacy Spectrum, 14(Spring), 3-12.
  • Foster, S. J. (2011).Processing instruction and teaching proficiency through reading and storytelling. Unpublished MA thesis.
  • Krashen, S. (1982). Principles and practice in second language acquisition. New York: Prentice-Hall.
  • Manzo, A., Manzo, U., & Thomas, M. (2006). Rationale for systematic vocabulary development: Antidote for state mandate. Journal of Adolescent & Adult Literacy, 49(7), 610-619.
  • Newell, F. (1995). Sharing multicultural literature through storytelling, Reading Horizons, 35(5), 422-429.
  • Nicholas, B. J., Rossiter, M. J., & Abbott, M. L. (2011).The power of story in the ESL classroom. Canadian Modern Language Review, 67(2), 247-268.
  • Norton, D. (1993). The effective teaching of language arts (4th ed.). NY: Merrill.
  • Peck, J. (1989). Using storytelling to promote language and literacy development. The Reading Teacher, 43, 138-141.
  • Pellowski, A. (1990). The world of storytelling. NY: H.W. Wilson.
  • Quigley, L. (1959). The blind men and the elephant. NY: Charles Scribner.
  • The Ontario Curriculum Grades 1-8: Language, (2006). Toronto, ON: Ministry of Education.
  • Paynter, D., Bodrova, E., & Doty, J. (2005). For the love of words: Vocabulary instruction that works. San Francisco: Jossey-Bass.
  • Read, C. (1975). Children’s categorization of speech sounds in English (NCTE Research Reports No. 17). Urbana, IL: National Council of Teachers of English.
  • Richek, M. (2005). Words are wonderful: Interactive, time-efficient strategies to teach meaning vocabulary. The Reading Teacher, 58(5), 414-423.
  • Roof, L. M., & Kreutter, C. A. (2010). An interactive storytelling puzzle: Building a positive environment in a second language classroom. Networks: An Online Journal For Teacher Research, 12(1), 1-10.
  • Rubin, D. (1990). Teaching elementary language arts (4th ed.). Englewood Cliffs NJ: Prentice Hall.
  • Scott, R. M. (2010). Word study and reading comprehension: Implications for instruction. Retrieved on April 5, 2014 from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/ww_word_study.pdf
  • Stanovich, K. (1986). Matthew effect in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-407.
  • Templeton, S. (2004). The vocabulary-spelling connection: Orthographic development and morphological knowledge at the intermediate grades and beyond. In J. Baumann & E. Kameenui (Eds.), Vocabulary instruction: Research to practice (pp. 118 – 138). New York: The Guilford Press.
  • Templeton, S. (1983). Using the spelling-meaning connection to develop word knowledge in older students. Journal of Reading, 27, 8-14.
  • Tompkins, G., & Blanchfield, C. (2004). Teaching vocabulary: 50 creative strategies,
  • grades K-12. New Jersey: Pearson.
Toplam 25 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm ELT Research Journal
Yazarlar

Feryal Çubukçu

Yayımlanma Tarihi 15 Ekim 2014
Gönderilme Tarihi 15 Ekim 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 3 Sayı: 2

Kaynak Göster

APA Çubukçu, F. (2014). A synergy between storytelling and vocabulary teaching through TPRS. ELT Research Journal, 3(2), 84-90.
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