東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Story Reading as a Method for Cognat...

Thomasio Quinelato, Patricia .

FindBook

Google Book

Amazon

博客來

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Story Reading as a Method for Cognate Vocabulary Learning in Preschool Children./
作者:	Thomasio Quinelato, Patricia .
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	77 p.
附註:	Source: Masters Abstracts International, Volume: 81-11.
Contained By:	Masters Abstracts International81-11.
標題:	Modern language. -
電子資源:	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.
LDR:02719nmm a2200349 4500 001 2277149
005 20210517123432.5
008 220723s2019 ||||||||||||||||| ||eng d
020 $a 9798644901890
035 $a (MiAaPQ)AAI27666272
035 $a AAI27666272
040 $a MiAaPQ $c MiAaPQ
100 1 $a Thomasio Quinelato, Patricia . $3 3555454
245 1 0 $a Story Reading as a Method for Cognate Vocabulary Learning in Preschool Children.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
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.
590 $a School code: 0131.
650 4 $a Modern language. $3 3174390
650 4 $a Early childhood education. $3 518817
653 $a Cognate vocabulary
653 $a Preschool children
653 $a Story reading
690 $a 0291
690 $a 0518
710 2 $a The University of Mississippi. $b Modern Languages, Spanish. $3 3555455
773 0 $t Masters Abstracts International $g 81-11.
790 $a 0131
791 $a M.A.
792 $a 2019
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27666272