English vocabulary instruction in six early childhood classrooms in Hong Kong

English vocabulary instruction in six early childhood classrooms in Hong Kong

• Lau, Carrie Faculty of Education, University of Hong Kong
• Rao, Nirmala Faculty of Education, University of Hong Kong

Early Child Development and Care, 183(10), 1363-1380, 2013

Great Britain

Routledge

2013

• G 課程與教學:個別教學範疇
  • GB 英文
    • GBD 閱讀理解之教學方法效果、字彙教學
• F 教與學
  • FA 一般教學方法、各種施教方法

Vocabulary Development Early Childhood Education English (Second Language) Teaching Methods

• Hong Kong

• 1997.7 onwards

• 學前教育

Vocabulary instruction during English language learning was observed for one week in six classrooms (three K2 classes for four-year olds and three K3 classes for five-year olds) from three kindergartens in two districts of Hong Kong. From 23 sessions of observations and 535 minutes of data, field notes were coded to identify instances of vocabulary instruction and the strategies used to teach words. Participating teachers were also interviewed about their educational and professional backgrounds, as well as their beliefs and practices in English language teaching. Planned vocabulary instruction occurred in the context of storybook read aloud and theme-based learning. Words were also briefly taught during phonics instruction, which was pervasive and used to facilitate the learning of letter sounds. Teachers acknowledged the importance of oral language in the teaching and learning of English and their reported beliefs reflected their observed pedagogical practices. However, teachers mainly used strategies that enhanced the recognition and memorisation of words and, rarely, the understanding and application of words.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03004430.2013.788815]

• 英文

期刊論文

• 03004430

• 10.1080/03004430.2013.788815

https://bibliography.lib.eduhk.hk/tc/bibs/4689defa

2014-05-29