Interactive Picture Book Read-Alouds to the Rescue: Developing Emerging College EFL Learners' Word Inference Ability

Autor/in	Sun, Chia-Ho
Titel	Interactive Picture Book Read-Alouds to the Rescue: Developing Emerging College EFL Learners' Word Inference Ability
Quelle	In: Journal of Adolescent & Adult Literacy, 63 (2020) 5, S.509-517 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.1010
Schlagwörter	Oral Reading; Limited English Speaking; Teaching Methods; Picture Books; English (Second Language); English Language Learners; Language Proficiency; Language Skills; Word Recognition; Inferences; Reading Skills; Second Language Instruction; College Freshmen; Instructional Effectiveness; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Teaching method; Lehrmethode; Unterrichtsmethode; Picture book; Bilderbuch; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Worterkennung; Inference; Inferenz; Reading skill; Lesefertigkeit; Fremdsprachenunterricht; Studienanfänger; Unterrichtserfolg; Ausland
Abstract	The importance of teacher read-alouds in language teaching and learning has been known for years, but we know very little about how older English learners with limited English skills can benefit from this practice. The author shares how interactive read-alouds with picture books can be designed to help emerging college learners of English as a foreign language develop word inference ability and become more independent word learners. The processes of selecting a picture book and target words for the practice and implementation of the four phases of a read-aloud in a beginning-level freshman English class in Taiwan are described. Findings suggest that interactive picture book read-alouds can be a pleasurable and effective instructional practice for giving older emerging English learners tools that enable them to internalize the use of context and prior knowledge to draw inferences and further apply them independently when they confront unknown vocabulary as they read on their own. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01