|
Makale Özeti:
|
Knowing a lexical item means knowing its meaning, written and spoken form, also pointing to other features such as its grammar, collocation, connotation, appropriateness of use and meaning relationships. Pronunciation and spelling obviates other aspects of a lexical item, since learners see or hear a word first. Grammar describes grammatical rules about a lexical item, and denotative meaning leads learners to refer a word or phrase to its meaning. For example, concrete words like ‘car’ refer to objects or events that are available to the senses. Abstract words like ‘health’, on the other hand, refer to ideas or concepts and have no physical referents. Lexical items can have a literal or a figurative meaning. When a learner is familiar with a collocation; they know with which other words the item can co-occur.
One of the recent methods in language learning is TPRS (Teaching Proficiency through Reading and Storytelling), invented by Blaine Ray, which claims that through storytelling it is possible for language learners to have lexical competence comprising three dimensions: (1) precision of knowledge, (2) depth of knowledge, (3) receptive and productive knowledge. The purpose of this study is to probe the impact of TPRS on the lexical competence of pre-school kids. A quasi-experimental design was used to show how the intervention group in TPRS outscored and outperformed the control group.
|