Songs vs. Stories: L2 word recall in preliterate language learners
Summary details
Publication
Lésniewska, J & Pichette, F. (2016). Songs vs. stories: Impact of input sources on ESL vocabulary acquisition by preliterate children. International Journal of Bilingual Education and Bilingualism, 19(1), 18-34. doi: http://dx.doi.org/10.1080/13670050.2014.960360
Writer of summary
Martin, H., Lésniewska, J. & Pichette, F.
Upload date
09 January 2021
Area of research
Cross-linguistic influence
Comprehension
Vocabulary
Other
Listening
Effectiveness of teaching
Comprehension
Vocabulary
Other
- Songs and stories
Listening
Effectiveness of teaching
Language summary written in
Participant type
Language being learned
Age of learners
Of likely interest to ...
First language of learners
Proficiency of learners
Gender of learners
Context of language use
Country / region
Subnational region
Quebec
Educational stage
Feature being learned
Type of instruction
vocabulary introduced in songs and stories
Amount of instruction
1 song and 1 story per week over 4 weeks
Martin, H., Lésniewska, J. & Pichette, F. (2021). Songs vs. Stories: L2 word recall in preliterate language learners. OASIS Summary of Lésniewska, J & Pichette, F. (2016) in International Journal of Bilingual Education and Bilingualism. https://oasis-database.org/concern/summaries/g445cd35b?locale=en