Reading aloud - A bridge between reading and writing?
Reading aloud - A bridge between reading and writing?
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2013-00-00
Authors
Pereira, Jacqueline Thomas
Ponnudurai, Prema
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Abstract: Reading aloud by students in class has been a controversial issue which can be traced back to more than half a century. Many academicians have thrown the idea that reading aloud (RA) is effective, into the bin. However, there are still followers and defenders of the use of the activity as a teaching and learning tool. We the researchers, who have used RA to teach pronunciation, stress and intonation, have noticed that students who have to write academic essays find it difficult because of the lack of vocabulary although the topic is familiar to them. Consequently, we decided to carry out this study, to determine if and how reading aloud helps in vocabulary retention for academic writing. The data was collected by observing four groups (comparative analysis) and questionnaires. The groups were of intermediate level. The majority of three of the groups was of a homogenous language and the other spoke different L1s. The respondents of the surveys were ESL/EFL teachers as well as ESL/EFL learners. The analysis of the findings confirms that RA does help with vocabulary enrichment and application and there is a surprising outcome, which is, the benefits gained by the different groups studied.
Full text access : Research & development Centre, Taylor’s University, Malaysia (e-mail: GTDLSRnD@taylors.edu.my)
Full text access : Research & development Centre, Taylor’s University, Malaysia (e-mail: GTDLSRnD@taylors.edu.my)
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Reading aloud - A bridge between reading and writing?
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Pereira, Jacqueline Thomas
Ponnudurai, Prema
Ponnudurai, Prema
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2013-00-00
Description
Abstract: Reading aloud by students in class has been a controversial issue which can be traced back to more than half a century. Many academicians have thrown the idea that reading aloud (RA) is effective, into the bin. However, there are still followers and defenders of the use of the activity as a teaching and learning tool. We the researchers, who have used RA to teach pronunciation, stress and intonation, have noticed that students who have to write academic essays find it difficult because of the lack of vocabulary although the topic is familiar to them. Consequently, we decided to carry out this study, to determine if and how reading aloud helps in vocabulary retention for academic writing. The data was collected by observing four groups (comparative analysis) and questionnaires. The groups were of intermediate level. The majority of three of the groups was of a homogenous language and the other spoke different L1s. The respondents of the surveys were ESL/EFL teachers as well as ESL/EFL learners. The analysis of the findings confirms that RA does help with vocabulary enrichment and application and there is a surprising outcome, which is, the benefits gained by the different groups studied.
Full text access : Research & development Centre, Taylor’s University, Malaysia (e-mail: GTDLSRnD@taylors.edu.my)
Full text access : Research & development Centre, Taylor’s University, Malaysia (e-mail: GTDLSRnD@taylors.edu.my)
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Oral reading
Vocabulary
Academic writing
Vocabulary
Academic writing
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