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Incidental vocabulary learning via verbal dramatization of words in readers’ theatre / Ch’ng Looi Chin

Explicit teaching of vocabulary is a favourable practice in English as Second Language (ESL) classrooms. However, such practice would be a hinder for the students to learn words effectively since they are not taught in context. Thus, it leads to the idea of incidental vocabulary learning approach in...

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Main Author: Ch’ng, Looi Chin
Format: Article
Language:English
Published: Academy of Language Studies 2015
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Online Access:https://ir.uitm.edu.my/id/eprint/12320/2/12320.pdf
https://ir.uitm.edu.my/id/eprint/12320/
https://cplt.uitm.edu.my/
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spelling my.uitm.ir.123202024-08-31T07:34:30Z https://ir.uitm.edu.my/id/eprint/12320/ Incidental vocabulary learning via verbal dramatization of words in readers’ theatre / Ch’ng Looi Chin cpit Ch’ng, Looi Chin Indexes (General) Explicit teaching of vocabulary is a favourable practice in English as Second Language (ESL) classrooms. However, such practice would be a hinder for the students to learn words effectively since they are not taught in context. Thus, it leads to the idea of incidental vocabulary learning approach in repetitive reading. Such approach used in this study aims to examine the capability of students to learn vocabulary incidentally via the dramatization of written text. In this case, readers’ theatre (RT) is used as the platform of measurement. A total of 160 diploma students participated in this case study were equally divided into two different group – classroom reading (CR) and RT group. Both groups took a proficiency test to determine their vocabulary levels. The results were used to choose suitable level of reading materials for both groups. CR group read the story through normal reading lesson in classroom while RT group dramatized the story verbally via readers’ theatre activity. A post-test was carried out to compare the results. The findings revealed that with RT, students performed better in learning the vocabulary incidentally. Besides, based on the accuracy scores, it is also promising that students learn higher level words with the use of RT. Although the results were not conclusive, the study has proven the potential of RT in incidental vocabulary learning in ESL settings. Academy of Language Studies 2015 Article PeerReviewed text en https://ir.uitm.edu.my/id/eprint/12320/2/12320.pdf Incidental vocabulary learning via verbal dramatization of words in readers’ theatre / Ch’ng Looi Chin. (2015) Journal of Creative Practices in Language Learning and Teaching (CPLT) <https://ir.uitm.edu.my/view/publication/Journal_of_Creative_Practices_in_Language_Learning_and_Teaching_=28CPLT=29/>, 3 (1). pp. 8-19. ISSN 1823-464X https://cplt.uitm.edu.my/
institution Universiti Teknologi Mara
building Tun Abdul Razak Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Mara
content_source UiTM Institutional Repository
url_provider http://ir.uitm.edu.my/
language English
topic Indexes (General)
spellingShingle Indexes (General)
Ch’ng, Looi Chin
Incidental vocabulary learning via verbal dramatization of words in readers’ theatre / Ch’ng Looi Chin
description Explicit teaching of vocabulary is a favourable practice in English as Second Language (ESL) classrooms. However, such practice would be a hinder for the students to learn words effectively since they are not taught in context. Thus, it leads to the idea of incidental vocabulary learning approach in repetitive reading. Such approach used in this study aims to examine the capability of students to learn vocabulary incidentally via the dramatization of written text. In this case, readers’ theatre (RT) is used as the platform of measurement. A total of 160 diploma students participated in this case study were equally divided into two different group – classroom reading (CR) and RT group. Both groups took a proficiency test to determine their vocabulary levels. The results were used to choose suitable level of reading materials for both groups. CR group read the story through normal reading lesson in classroom while RT group dramatized the story verbally via readers’ theatre activity. A post-test was carried out to compare the results. The findings revealed that with RT, students performed better in learning the vocabulary incidentally. Besides, based on the accuracy scores, it is also promising that students learn higher level words with the use of RT. Although the results were not conclusive, the study has proven the potential of RT in incidental vocabulary learning in ESL settings.
format Article
author Ch’ng, Looi Chin
author_facet Ch’ng, Looi Chin
author_sort Ch’ng, Looi Chin
title Incidental vocabulary learning via verbal dramatization of words in readers’ theatre / Ch’ng Looi Chin
title_short Incidental vocabulary learning via verbal dramatization of words in readers’ theatre / Ch’ng Looi Chin
title_full Incidental vocabulary learning via verbal dramatization of words in readers’ theatre / Ch’ng Looi Chin
title_fullStr Incidental vocabulary learning via verbal dramatization of words in readers’ theatre / Ch’ng Looi Chin
title_full_unstemmed Incidental vocabulary learning via verbal dramatization of words in readers’ theatre / Ch’ng Looi Chin
title_sort incidental vocabulary learning via verbal dramatization of words in readers’ theatre / ch’ng looi chin
publisher Academy of Language Studies
publishDate 2015
url https://ir.uitm.edu.my/id/eprint/12320/2/12320.pdf
https://ir.uitm.edu.my/id/eprint/12320/
https://cplt.uitm.edu.my/
_version_ 1808975888577986560
score 13.211869

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