1. Second Language Vocabulary Acquisition
Through Storybook Reading For Chinese Children
Ting Lyu

2. Contents 1 2 3 4 5 6 7 Research Questions and Significance
Key Findings from Literature Reviewed 2 3
Participants, Instrumentation and Procedure
Data Analysis 4
Findings 5
Implications for Practice 6
Suggestions for Further Research and Limitations 7

3. Research Questions Significance
RQ1
Does English storybook reading help children learn English vocabulary?
RQ2
Is prior English vocabulary level a significant predictor of post-intervention vocabulary level?
RQ3
Does method of instruction impact post-intervention vocabulary level, after controlling for prior English vocabulary level?
RQ4
Does the impact of method of instruction on post-intervention vocabulary level depend upon the student's initial English vocabulary level?
Significance
It expands the knowledge base regarding the use of storybook reading for second language learning in China.

4. Key Findings from Literature Reviewed
For Monolinguals
For ELLs
Research Gap
1. Children learn more words by more exposures to the same storybooks.
2. Children’s initial vocabulary knowledge has an impact on the vocabulary learning
3. Readers should choose
different reading styles
based on children's
language level.
4. Detailed explanation help
children learn more words.
1. Storybook reading helps ELLs learn English vocabulary.
2. Explanation of words or content before, during and after reading is effective in facilitating vocabulary acquisition.
1. insufficient studies on the storybook reading supported with primary language in the classroom setting.
2. Conflicting results as to the influence of initial vocabulary level.
3. Scarce studies conducted in the non-English enviroment for young children

5. Participants Procedure Instrumentation
The subjects were 5-6 year old Chinese children in a bilingual kindergarten, from Shanghai, China.
Preparation: selection of books & words
Pilot Study: test intrument
Main Study:
Instrumentation
Preview-review
concurrent
Pre-test
24 words
Intervention
20 minutes *3 times* 3 stories
20 minutes*3 times * 3 stories
Post-test
8 words * 3 stories
Researcher-developed Target Vocabulary Test (TVT), which includes items from three stories.
The test for each story contains six target words and two general words in the story.
24 items in the test

6. Data Analysis Main Analyses 单击添加段落文字 单击添加段落文字 Preliminary Analyses
Participants
Age
(t test)
p=.93
Prior Vocab. Level
（t test）
p=.91
Gender
（χ2 ）
p= .78
Instrument
Reliability
(Pearson)
r=.73
Validity
p<.01
Statistical assumptions
influence, distance, and leverage
单击添加段落文字
单击添加段落文字
RQ1
Two separate dependent-samples t-tests
RQ2
Two simple linear regressions of posttest scores on pretest scores for each group
RQ3
Sequential multiple linear regression
RQ4

7. Findings
RQ1
There is evidence to suggest that English storybook reading does help children learn English vocabulary
RQ2
Prior English vocabulary is a significant predictor of post-intervention vocabulary level for both groups
RQ3
The method of instruction had a large effect on the post intervention vocabulary.
Children in the concurrent translation condition score higher on the posttest than those in the preview-review condition, after controlling for the pretest performance
RQ4
There is insufficient evidence to suggest that the impact of method of instruction on post-intervention vocabulary level depends on the students’ initial English vocabulary level

8. Implications for Practice
Researchers
Teachers & Parents
Policymakers
This study provides some of the first empirical evidence of using storybook reading to teach young ELLs in China.
The concurrent translation method is more effective than the preview-review method
Rich explanations of words.
use English and Chinese interchangeably in reading
development of children's primary language
adjust the kindergarten curriculum to incorporate English storybook reading into the classroom teaching

9. Suggestions for Further Research and Limitations
A larger sample size and more kindergartens
measure additional elements of English knowledge
examine whether the level of primary language affects the outcomes
randomized experimental study or gather data on children's backgrounds and initial language proficiency levels
train classroom teachers to provide the intervention
the long-term effects of storybook readings
construct validity
mono-method bias
The selection of words in the instrument was not based on precise empirical data
internal validity
experimenter effect
independent replications
external validity
only one kindergarten was studied