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"Three Little Pigs" go to college: T...

Sun, Chia-Ho.

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"Three Little Pigs" go to college: The impact of implementing picture books and hands-on literacy activities on the incidental vocabulary acquisition and learning engagement of college-level EFL learners.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	"Three Little Pigs" go to college: The impact of implementing picture books and hands-on literacy activities on the incidental vocabulary acquisition and learning engagement of college-level EFL learners./
作者:	Sun, Chia-Ho.
面頁冊數:	510 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0086.
Contained By:	Dissertation Abstracts International72-01A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3432140
ISBN:	9781124355627

"Three Little Pigs" go to college: The impact of implementing picture books and hands-on literacy activities on the incidental vocabulary acquisition and learning engagement of college-level EFL learners.
Sun, Chia-Ho.

"Three Little Pigs" go to college: The impact of implementing picture books and hands-on literacy activities on the incidental vocabulary acquisition and learning engagement of college-level EFL learners. - 510 p.

Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0086.

Thesis (Ph.D.)--Indiana University, 2010.

This study investigated whether using picture books with a variety of hands-on literacy activities in English classes could be an effective way to engage college-level EFL students and enhance their incidental learning and retention of vocabulary.

ISBN: 9781124355627Subjects--Topical Terms:

1018115
Education, Language and Literature.

"Three Little Pigs" go to college: The impact of implementing picture books and hands-on literacy activities on the incidental vocabulary acquisition and learning engagement of college-level EFL learners.
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100 1 $a Sun, Chia-Ho. $3 1679930
245 1 0 $a "Three Little Pigs" go to college: The impact of implementing picture books and hands-on literacy activities on the incidental vocabulary acquisition and learning engagement of college-level EFL learners.
300 $a 510 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0086.
500 $a Adviser: Larry J. Mikulecky.
502 $a Thesis (Ph.D.)--Indiana University, 2010.
520 $a This study investigated whether using picture books with a variety of hands-on literacy activities in English classes could be an effective way to engage college-level EFL students and enhance their incidental learning and retention of vocabulary.
520 $a The embedded experimental model with mixed methods design was used in this study. Fifty-nine college students from two classes of a Freshman English course at a university in Taiwan participated in the study. During the 15-week treatment period, one class of students received five lessons of picture book-reading plus a hands-on literacy activity, and the other class of students had reading only. The data were analyzed through a variety of information sources, including classroom observations, field notes, videotapes, audiotapes, informal conversations, Vocabulary Knowledge Scale tests, response surveys, and follow-up interviews.
520 $a The results of this study indicated that students valued and liked the (1) powerful illustrations, (2) story-oriented text, (3) easy language, (4) short text, and (5) attractive physical appearances found in picture books and (6) animated versions of picture books. However, they did not seem to appreciate read-aloud coming with the nature of picture books. Moreover, students in both groups engaged in reading picture books at a relatively high level. They tended to be fond of picture books with humor and thought-provoking themes, but their reading interest would flag when repetitive sequences were found, which might limit their word learning. The study also found that students receiving picture book-reading plus literacy activities were engaged in and enjoyed those activities. The results showed that students did not appreciate activities that had restrictive rules, but these kinds of activities seemed to stimulate their word learning. Besides, the study revealed that a combination of literacy activities with reading picture books led to more gains in incidental word learning than reading picture books only, and its superiority was still significantly evident three weeks after the exposure to the target words. This study suggests that reading picture books plus literacy activities is of value in engaging young adult EFL learners in English class, providing English learning enjoyment, and enhancing their incidental vocabulary acquisition.
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710 2 $a Indiana University. $b School of Education. $3 1020202
773 0 $t Dissertation Abstracts International $g 72-01A.
790 1 0 $a Mikulecky, Larry J., $e advisor
790 1 0 $a Lewison, Mitzi A. $e committee member
790 1 0 $a Flinders, David J. $e committee member
790 1 0 $a Gradman, Harry L. $e committee member
790 $a 0093
791 $a Ph.D.
792 $a 2010
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