Academic journal article Modern Journal of Language Teaching Methods

The Effect of Prompt Cards on Vocabulary Learning: Comprehension and Production

Academic journal article Modern Journal of Language Teaching Methods

The Effect of Prompt Cards on Vocabulary Learning: Comprehension and Production

Article excerpt

1.Introduction

Working with EFL preschoolers, the researchers found that some of those learners had problem in comprehension and production of vocabulary. Having detected such problems, the researchers was encouraged to investigate in instructional strategies for preschoolers. The essence of instruction to foreign preschoolers is vocabulary; consequently, most of the instructional strategies are in the field of vocabulary.

This research assumes EFL preschoolers as SLCN children (i.e. children with Speech and Language Communicative Needs) and uses a model of vocabulary teaching for Iranian EFL preschoolers which was used for the preschoolers who were native-speakers of English. Investigation of instructional strategies shows a significant difference between teaching English vocabulary to preschoolers as a foreign language and as a native language. The main instructional strategies used in Iranian English institutes (EFL environment) are using ordinary pictures and repetition.

1.1.Statement of the problem

This study attempted to facilitate comprehension and production by teaching English vocabulary to EFL children of four to seven years old. Generally, most of the teachers use ordinary pictures and repetition to teach vocabulary to EFL preschoolers in Iranian English institutes. Most of the learners have problem in comprehension and production. Nowadays, instructors, teachers, language therapists invent some vocabulary strategies to help the learners to teach vocabulary.

The necessity for new method encourages English therapists, when working on children with speech language and communication needs, to provide a model to help them to learn vocabulary before they start reading and writing.

1.2. Significance of the study

According to Blachowicz & Fisher (2010) you must use different strategies to teach vocabulary. Owing to that one of the therapists, St. John (2012) used different strategies together for teaching vocabulary. He (2012) introduces Pre-Teaching Vocabulary, which is designed for native learners with learning difficulties. His model invented to cope with the problems that native learners with language difficulty face when they enter the schools.

One of the activities in this model is prompt cards, for children and young use. This technique attempts to help preschoolers in learning vocabulary. This activity tries to teach vocabulary through symbols, pictures and coding questions about different aspect of a word.

1.3. Research questions

The following research questions were addressed in this study:

1. Is there any significant difference between teaching vocabulary through prompt cards and through ordinary pictures in enhancing the EFL preschoolers' comprehension?

2. Is there any significant difference between teaching vocabulary through prompt cards and ordinary pictures in enhancing the EFL preschoolers' production?

2.literature review

This part investigates the conducted studies and developed theories, aimed at finding out what have been done concerning the process of vocabulary teaching and learning in preschoolers and determines the importance of those theories and studies in creating the prompt cards. So, this section is divided into three parts: vocabulary development for native learners, vocabulary development for native disabled learners and vocabulary development for foreign learners.

2.1. Vocabulary development for native learners:

In this section, subjects as psychological and pronunciational learning process in vocabulary learning is examined. Piaget believes in vocabulary development through actions in the environment, but Vygosky believes in vocabulary through the assistance of other people. Both of them believe in mentalist, also exposure to the environment (Cameron, 2001). "Bruner believes in gradual cognitive development and mediation of language between environmental stimuli and the individual response" (McLeod, 2008, p. …

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