Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge

Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge

• Chow, Bonnie Wing Yin Chinese University of Hong Kong
• Hui, Anna Na Na City University of Hong Kong
• Li, Zhen Jennie City University of Hong Kong
• Dong, Yang The Education University of Hong Kong

Language Teaching Research, 2021

SAGE Publications

2021

• 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

Dialogic Teaching English as a Second Language Phonological Awareness Vocabulary Knowledge Children

• Hong Kong

• 1997.7 onwards

• 小學教育

As an effective teaching approach that allows teachers and students to interact collaboratively and actively build on each other’s ideas, dialogic teaching can enhance classroom engagement and learning outcomes. This study addresses the use of dialogic teaching for improving English language learning among Chinese children with varied levels of English vocabulary. It focuses on the effects of dialogic teaching on vocabulary knowledge and phonological awareness. Seventy-two first graders from Hong Kong primary schools were tested on English vocabulary knowledge and phonological awareness and were assigned to control and experimental conditions. A 12-week dialogic teaching intervention was implemented in daily English lessons. Results from repeated measures ANOVA showed that students in the experimental condition with dialogic teaching implemented exhibited significantly greater growth in expressive vocabulary knowledge on textbook items in both low and high vocabulary groups, and greater gain in phonological awareness in the high vocabulary group, than those in the control condition. These results suggest that dialogic teaching in English-as-a-second-language (ESL) classroom enhances English language development in young ESL learners. In addition, when assessing the effectiveness of dialogic teaching in young children’s second language classroom context, it is important to consider its differential effects on children with diverse vocabulary levels. Copyright © 2021 The Author(s).

• 英文

期刊論文

• 13621688

• 10.1177/1362168820981399

https://bibliography.lib.eduhk.hk/tc/bibs/6269f365

2021-06-15