A comparison of explicit and implicit vocabulary instruction on the acquisition of English vocabulary and reading comprehension in English language learners in grades four through twelve.

摘要

As a result of current legislation and the mainstreaming of many specialized student populations, teachers are, more than ever, in need of research-proven strategies to use in their classroom. With considerable goals such as those contained in the No Child Left Behind legislation, it is imperative that teachers are knowledgeable about a variety of strategies for use in their classrooms. The intended purpose of this study was to examine the effects of explicit vocabulary instruction on the performance of ELL students in grades four through twelve. Specifically, this study examined a group of ELL students' scores in vocabulary acquisition and reading comprehension with implicit vocabulary instruction and with explicit vocabulary instruction.;Participants completed six units---three with implicit vocabulary instruction and three with explicit vocabulary instruction. The scores were analyzed using a dependent t-test on first, the total vocabulary gain (vocabulary acquisition), and second, on the total reading comprehension. Descriptive statistics were also used on students' classroom averages for each of the six units. The results of this study indicated that not only did explicit vocabulary instruction have a significantly positive effect on the vocabulary acquisition of ELL students, but they also indicated that explicit vocabulary instruction has a positive effect on the overall performance in the classroom. The results of the comparison of implicit and explicit instruction for reading comprehension indicated that there was no significant difference in the two methods. The results of this study have important implications for the classroom and make a strong case for explicit vocabulary instruction.