The Effect of Exposure to Rhyming Words on L2 New Word Learning
碩士 === 臺北市立教育大學 === 英語教學研究所 === 95 === The aim of the present study was to examine the effect of exposure to rhyming words on L2 new word learning. The issue was investigated among 120 fourth-grade Chinese-speaking children in two experimental word-learning tasks. The first word-learning task examin...
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| Format: | Others |
| Language: | en_US |
| Published: |
2007
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| Online Access: | http://ndltd.ncl.edu.tw/handle/09646001991005859543 |
| Summary: | 碩士 === 臺北市立教育大學 === 英語教學研究所 === 95 === The aim of the present study was to examine the effect of exposure to rhyming words on L2 new word learning. The issue was investigated among 120 fourth-grade Chinese-speaking children in two experimental word-learning tasks. The first word-learning task examined the effect of pre-exposure to rhyming words on L2 word learning. In this task, children were told a story containing some words which rhymed with the target words to be learned or a story containing words that did not rhyme with the target words. The new words were taught after the story was told. The second word-learning task examined the effect of learning rhyming words together without pre-exposure to the rhyming words. In this task, children were directly taught three rhyming words or three non-rhyming words. The results revealed that pre-exposure to rhyming words embedded in a story did not affect children’s new word learning. However, learning rhyming words together facilitated item recall and word-referent association in a production task. These results suggest that phonological manipulation in the rime unit of the new words may facilitate L2 word learning not only in the construction of the phonological representation of the new words but also in the mapping the representations to meanings.
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