Comparing Vocabulary Gains: The Impact of Story-Listening on Junior High Learners
Introduction:
Welcome to an in-depth look at the collaborative research conducted by Dr. Beniko Mason and Nobuyoshi Ae on the Story-Listening approach to teaching English as a foreign language. This study specifically investigates the necessity of pre-teaching vocabulary and its impact on vocabulary acquisition among Japanese EFL junior high students.
Study Overview:
In a significant shift from traditional language teaching methodologies, Dr. Mason and Mr. Ae explore the impact of the Story-Listening method—where students hear stories without prior vocabulary instruction—on learning new vocabulary in a foreign language setting.
Key Findings from the Research:
-
Immediate Vocabulary Acquisition:
Students demonstrated the ability to understand and acquire new vocabulary from stories told in English without prior vocabulary instruction. This was evident from the results of the first experiment using "The Three Little Pigs," where immediate post-test scores showed significant vocabulary gains. -
Retention Over Time:
Follow-up testing revealed that students retained much of the vocabulary for up to four weeks, underscoring the long-term benefits of the Story-Listening method. -
Comparative Efficiency:
The research highlighted that Story-Listening is not only effective but also more efficient than traditional methods that focus on vocabulary memorization and recall exercises. The efficiency was quantified at about 0.21 words per minute. -
Role of Comprehension Aids:
The use of visual and contextual aids such as drawings, gestures, and expressions significantly enhanced comprehension, which facilitated vocabulary acquisition.
Detailed Experiment Insights:
- Experimental Design:
Two different experiments were conducted—one with a familiar story and another with an unfamiliar story—to assess the method’s effectiveness in varied contexts. - Vocabulary Measurement:
Vocabulary was assessed immediately after the Story-Listening sessions and several weeks later to measure both immediate acquisition and long-term retention.
Conclusion:
The collaborative research between Dr. Beniko Mason and Nobuyoshi Ae provides robust evidence supporting the effectiveness of Story-Listening in improving vocabulary acquisition and retention in EFL contexts. These findings challenge the conventional approach of pre-teaching vocabulary, offering a more dynamic and engaging alternative through Story-Listening.
Read the Full Study:
For more detailed insights into the methodology and comprehensive results of this pivotal study, click here to access the full article.