Using a sensory approach to teach in classroom: Does it help L2 vocabulary learning?

Using a sensory approach to teach in classroom: Does it help L2 vocabulary learning?

• Fung, Hiu Ching The Education University of Hong Kong
• Xie, Qin The Education University of Hong Kong

Annual International Conference on Education & e-Learning, 2016, 91-99, 2016

Global Science and Technology Forum

2016

• 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

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

This experimental study examined the effectiveness of adopting the VARK (visual, aural, read/write and kinesthetic) sensory approach to teach EEL primary students English vocabulary and compared the relative effectiveness of each sensory approach. Forty primary students in Hong Kong participated in this study. They were divided into four random groups. Each group received one type of vocabulary instruction favoring one sensory preference. All students received a pretest two weeks before receiving the instruction, a posttest right after the teaching and a delayed posttest conducted two weeks later. Test scores were analyzed both within and between groups. The study found that the aural modality group showed better performance on vocabulary pronunciation while the visual and the kinesthetic modality groups demonstrated better understanding of vocabulary meaning. Findings of the study indicated that multiple modalities should be adopted in classroom and teaching strategies should be adjusted based on students' preferences and abilities. Copyright © 2016 GSTF.

• 英文

期刊論文

• 22511814

• 10.5176/2251-1814_EeL16.30

https://bibliography.lib.eduhk.hk/tc/bibs/ff2db28f

2020-02-04