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Story Reading as a Method for Cognat...

Thomasio Quinelato, Patricia .

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Story Reading as a Method for Cognate Vocabulary Learning in Preschool Children.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Story Reading as a Method for Cognate Vocabulary Learning in Preschool Children./
Author:	Thomasio Quinelato, Patricia .
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	77 p.
Notes:	Source: Masters Abstracts International, Volume: 81-11.
Contained By:	Masters Abstracts International81-11.
Subject:	Modern language. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27666272
ISBN:	9798644901890

Story Reading as a Method for Cognate Vocabulary Learning in Preschool Children.
Thomasio Quinelato, Patricia .

Story Reading as a Method for Cognate Vocabulary Learning in Preschool Children. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 77 p.

Source: Masters Abstracts International, Volume: 81-11.

Thesis (M.A.)--The University of Mississippi, 2019.

This item must not be sold to any third party vendors.

This qualitative experimental study aims to investigate the learning outcomes of foreign-language cognate vocabulary in preschool children with the use of story reading; more specifically, how the frequency of appearance of the words in children's stories affect the learning outcomes of foreign-language cognate vocabulary and how the children's retention of highly similar cognates compares to that of partial cognates. Stories are believed to be an authentic and credible source of knowledge; they make information more memorable and promote active meaning making (Rossiter, 2002). The procedure includes six sessions with the children for each story: 1. a vocabulary pre-test before each story reading; 2. three story-reading sessions; 3. a vocabulary post-test immediately after each story reading; 4. a delayed vocabulary post-test two weeks after the final reading session to examine long-term memory retention. The results show that the children's learning outcomes were high, retaining a 100% of the target words. The positive aspects that this research taught about teaching language to preschool children include enabling them to easily recognize words, facilitating learning and memorization of words and motivating active participation and meaning-making, therefore, second language teachers should work more with well-known stories for the children, repeating at least three times each story reading, using target vocabulary which can be repeated in other stories, using images that go with the target words and letting children participate during the story readings.

ISBN: 9798644901890Subjects--Topical Terms:

3174390
Modern language.
Subjects--Index Terms:

Cognate vocabulary

Story Reading as a Method for Cognate Vocabulary Learning in Preschool Children.
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300 $a 77 p.
500 $a Source: Masters Abstracts International, Volume: 81-11.
500 $a Advisor: Fionda, Maria.
502 $a Thesis (M.A.)--The University of Mississippi, 2019.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This qualitative experimental study aims to investigate the learning outcomes of foreign-language cognate vocabulary in preschool children with the use of story reading; more specifically, how the frequency of appearance of the words in children's stories affect the learning outcomes of foreign-language cognate vocabulary and how the children's retention of highly similar cognates compares to that of partial cognates. Stories are believed to be an authentic and credible source of knowledge; they make information more memorable and promote active meaning making (Rossiter, 2002). The procedure includes six sessions with the children for each story: 1. a vocabulary pre-test before each story reading; 2. three story-reading sessions; 3. a vocabulary post-test immediately after each story reading; 4. a delayed vocabulary post-test two weeks after the final reading session to examine long-term memory retention. The results show that the children's learning outcomes were high, retaining a 100% of the target words. The positive aspects that this research taught about teaching language to preschool children include enabling them to easily recognize words, facilitating learning and memorization of words and motivating active participation and meaning-making, therefore, second language teachers should work more with well-known stories for the children, repeating at least three times each story reading, using target vocabulary which can be repeated in other stories, using images that go with the target words and letting children participate during the story readings.
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