The effect of second language storybook reading and interactive vocabulary instruction on the vocabulary acquisition of Grade 1 learners

Abstract

The study sets out to add to the research base on vocabulary acquisition by assessing the effect of integrating explicit, interactive vocabulary instruction with storybook reading on Grade 1 vocabulary acquisition. Participants comprised 69 Grade 1, English second language learners from three classes in two schools. One class was randomly assigned as the Experimental Group while the other two classes served as control groups. The intervention took place for a period of 18 weeks and consisted of 30 minute storybook reading sessions, accompanied by interactive vocabulary instruction, twice a week. Data regarding existing vocabulary instruction practices and approaches were also collected through classroom observations and individual, semi-structured interviews with the Experimental Group’s teacher. Findings suggest that second language storybook reading, accompanied by explicit, interactive vocabulary instruction, has a positive impact on Grade 1 vocabulary acquisition, but that vocabulary teaching practices also play a key role in vocabulary acquisition.