Read aloud experiences in a second language Arabic context: effects upon vocabulary acquisition (Pre-published version)

Abstract

Teachers exhibit a variety of styles in reading aloud, which influences vocabulary development. This study examined the effects of two conditions on student’s second language English vocabulary acquisition: listening to stories with an explanation of the unfamiliar target words and listening to stories with no explanation of the words. The sample comprised 150 Grade Two ESL children divided into two groups, treatment and contrast. Pre-tests and post-tests were administered to measure the extent of new vocabulary acquired. Statistical analysis revealed that students who listened to the stories along with a brief explanation of target words learned significantly more new words and remembered them ten weeks later, compared with students who heard stories with no explanation of the words. Offering simple explanations of target words in the context of rhyming texts is discussed as an effective method of second language vocabulary learning and extends previous findings.