Effects of Parents' Mealtime Conversation Techniques for Preschool Children With Hearing Loss Who Use Listening and Spoken Language

Purpose This mixed-methods study aimed to examine the conversation techniques used by parents of young children with hearing loss (HL) during dinnertime at home. Parents' usage rates of open- and closed-ended language elicitation, reformulation, imitation, directives, and explicit vocabulary instruction were examined in relation to children's receptive vocabulary and basic-concepts skills. Method Twenty-minute dinnertime segments were extracted from naturalistic, daylong recordings of 37 preschoolers with HL who used listening and spoken language. The segments were hand-coded for parents' use of conversation techniques. Children's receptive vocabulary and basic concepts were assessed using standardized measures. Results Parents' use of conversation techniques varied widely, with closed-ended elicitation and directives used most frequently during dinner. Explicit vocabulary instruction was correlated with general receptive vocabulary and basic-concepts skills. Thematic analysis of the conversations revealed common themes, including concrete topics and sibling speakers. In addition, parents who used many techniques often introduced abstract conversation topics; electronic media was present in all conversations with few techniques. Conclusions Parents of preschoolers with HL may benefit from specific coaching to elicit language and introduce new vocabulary during home routines. These techniques may help develop their children's receptive language.

An Exploratory Study: How Vocabulary Instruction Influences Writing Fluency

In this research I investigated how vocabulary presentation in explicit vocabulary instruction influenced EFL students’ writing fluency and controlled productive ability. Vocabulary instruction, 10-minute freewriting, and vocabulary pre- and post-tests were given to Japanese university students. ANOVA and Pearson’s product-moment correlation coefficient were used to analyze test scores as well as the number of words, including the number of target words in the students’ compositions. I found students wrote more fluently when target words were presented in sentences than when presented alone. I also found explicit vocabulary instruction helped students improve their controlled productive ability no matter whether the vocabulary was presented as words alone, in collocations, or in sentences. This paper concludes with suggestions concerning vocabulary instruction and possible future studies. 本研究では、明示的な語彙指導における語彙の提示方法がEFL学習者のライティングの流暢さとcontrolled productive ability（統制的発表語彙力）に与える影響について調査を行った。日本人大学生を対象に、授業で明示的な語彙指導、１０分間のフリーライティング、単語テストを行い、作文中の総語数、異なり語数、ターゲット語彙、そして単語テストの点数を分析した。その結果、語彙指導を行う際、単語のみを教えたときよりも例文を用いターゲット語彙を教えたときのほうが学習者の英語ライティングの流暢さが向上することが明らかになった。また、どのようにターゲット語彙を提示しても、明示的に指導をすることで学習者のcontrolled productive abilityは増えることも分かった。本研究の研究結果に基づき、語彙指導、そして次の研究テーマに関する示唆が提示されている。

The role of prior lexical knowledge in children’s and adults’ word learning from stories

Children and adults benefit from a new word’s phonological neighbours during explicit vocabulary instruction, suggesting that related prior knowledge supports learning across development. This study examined lexical neighbourhood structure during incidental word learning—limiting opportunities for strategically engaging prior knowledge—and tested the hypothesis that prior knowledge would provide additional support during subsequent consolidation.

Evaluation of an explicit vocabulary teaching intervention for children learning English as an additional language in primary school

Many children learning English as an additional language (EAL) possess lower levels of English vocabulary knowledge relative to their non-EAL English-speaking peers. Longitudinal work suggests that this group discrepancy does not decrease markedly over time as a result of regular classroom teaching. Twelve EAL learners with English vocabulary weaknesses took part in a low-intensity, 10-week vocabulary intervention. Working one-to-one with speech and language therapy students, children took part in weekly activities designed to promote receptive and productive knowledge of 20 target words within the Tier-2 vocabulary category. When assessed on a bespoke word knowledge assessment, children made statistically significant gains between pretest and posttest in both receptive and productive knowledge of taught words, and maintained this knowledge six months later. Multi-component explicit vocabulary instruction offering opportunities for active engagement and discussion is thus presented as one potentially effective means of promoting the Tier-2 vocabulary knowledge of EAL learners in primary school in England.

Frontloading Academic Vocabulary for English Learners With Disabilities in an Integrated Classroom Setting

Previous research examining frontloading academic vocabulary establishes it as an effective instructional activity for students who are English learners. This article extends and builds from those earlier findings, showing the relevance and importance of explicit vocabulary instruction for all students identified with specialized learning needs, especially for students who are English learners with disabilities. Drawing from research-based practices as well as practitioner training to provide ideas of how to frontload academic terms using techniques that incorporate visuals and technology in an integrated classroom setting.