Instructed English vocabulary learning in Malaysian pre-schools for children from low income families

• Main Author: Ho, Sook Wah
• Published: University of Essex 2015
• Subjects: 428.2
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654556

This study sought to describe and evaluate the 'process' of instructed English vocabulary learning in Tabika Perpaduan CTP) Pre-Schools for Malaysian children from low income families with regards to words presented to the pre-school children, teachers' vocabulary instructional methods and students' vocabulary achievement. Data collection was carried out by means of questionnaire for teachers, classroom observations of four teachers' instructional vocabulary methods at four pre-schools, and a series of one-to-one vocabulary tests for twenty-two students in these four pre-schools. Findings of the study have revealed, firstly, that the main sources of word learning were the two textbooks used by all TP pre-schools, and a variety of other commercial and teacher adapted language materials. It was also noted that many nouns were presented, with some verbs, adjectives and very few adverbs, and that many words were introduced to the students but with inadequate repetitions. Secondly, teachers used a variety of teaching techniques to present word meaning and to teach · listening vocabulary, reading vocabulary, speaking vocabulary and writing vocabulary. It is also found that teachers' instructional practices did appear to affect the students' achievement in the vocabulary tests. Thirdly, the students' mean vocabulary achievement revealed that the children had a greater ability to hear and read words, than to say and write words (with writing vocabulary being the weakest of their vocabulary knowledge), and mean vocabulary achievement differed across lexical fields. Analysis of students' spoken and written production mistakes revealed the students' developmental stages of language learning, the influence of Ll, and the different abilities in being able to spell words. The students' vocabulary achievement also showed that TP pre-schools were lacking in preparing the students to meet the guidelines/requirements stipulated by the National Pre-school Standard Curriculum, and the requirements for English vocabulary learning for Primary Year One.