The Effects of Repeated Oral Reading Practice on the Retention of High-Frequency Multiword Items for EFL Learners: Multiple Dimensions

Autor/in	Chang, Anna C. -S.
Titel	The Effects of Repeated Oral Reading Practice on the Retention of High-Frequency Multiword Items for EFL Learners: Multiple Dimensions
Quelle	In: TESL-EJ, 26 (2023) 4, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chang, Anna C. -S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Oral Reading; Repetition; Retention (Psychology); Vocabulary Development; Teaching Methods; Reading Rate; Prior Learning; Knowledge Level; College Freshmen; Chinese + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Wiederholung; Merkfähigkeit; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Reading readiness; Reading speed; Lesegeschwindigkeit; Vorkenntnisse; Wissensbasis; Studienanfänger; China; Chinesen
Abstract	Research has shown that second language (L2) learners generally lack multiword expression knowledge, and L2 researchers and practitioners have tried various techniques to assist L2 learners to acquire it more efficiently. This study adopted an under-researched technique-- repeated oral reading--to enhance the retention of high-frequency multiword items by 62 EFL college students divided into experimental (n =38) and control (n =24) groups. Fifteen unfamiliar multiword items comprising only known individual words were selected through a pre-test based on a theme-based text. All students received a formal instruction first, followed by the experimental group orally reading the text six times under a time constraint. A two-week delayed post-test was used to test students' retention of four dimensions of multiword knowledge: aural forms and aural meanings, and written meanings and use. Except for use, the experimental group significantly outperformed the control group in the other three dimensions. Four fixed factors (oral reading speed, prior vocabulary knowledge, dimensions of multiword knowledge, and the number of words per item) were analyzed via GLMM. Results showed three factors had significant effects on retaining multiword items except oral reading speed. Based on the results, pedagogical implications are discussed and suggestions are made. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01