Role of Oral Language in the Development of<scp>L2</scp>Literacy Skills

Knell, Ellen

doi:10.1002/9781118784235.eelt0238

Cited by 3 publications

(3 citation statements)

References 17 publications

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“…In line with this argument, vocabulary scores at pretest were uncorrelated to reading, spelling, and phonological awareness (all ps [ 0.24). These findings replicate prior results showing average or near-to-average decoding skills despite deficient vocabulary knowledge in children instructed in L2 (Babayigit 2015;Knell 2018;Limbird et al 2014;Melby-Lervåg and Lervåg 2014;Prevoo et al 2016). Concerning instruction, the results of the current study add further evidence against the argument that teaching basic literacy skills in L2 learners should be postponed until a basic vocabulary is established (Goldenberg 2011;Knell 2018).…”

Section: Discussionsupporting

confidence: 89%

“…Proficiency in the language of instruction is closely related to school achievement, especially with respect to literacy skills (Prevoo et al 2016). Concerning the latter, studies consistently showed that L2 vocabulary knowledge reliably predicts reading (text) comprehension, but has a minor or no effect on word decoding and phonological awareness (Babayigit, 2015;Knell 2018;Melby-Lervåg and Lervåg 2014;Prevoo et al 2016). These findings led to the general conclusion that instruction in early literacy skills in L2 should not be postponed until a certain vocabulary size is acquired (Goldenberg 2011;Knell 2018).…”

Section: Effects Of Literacy Acquisition On Spoken Language In L1 Andmentioning

confidence: 99%

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Effects of computerized grapho-phonological training on literacy acquisition and vocabulary knowledge in children with an immigrant background learning German as L2

et al. 2020

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As a consequence of globalization and migration, the number of children receiving literacy instruction in their second language (L2) is high and still increasing. Therefore, teachers need instruction methods that are effective in both L1 and L2 learners. Here, we investigate the effectiveness of a computerized training program combining phoneme perception, phonological awareness, and systematic phonics, in a sample of second-graders (N = 26) instructed in German as L2. Based on prior evidence concerning (1) literacy acquisition in L2 and (2) effects of literacy development on oral language abilities, we expected significant training effects on children’s literacy skills and vocabulary knowledge. The children of the training group worked through the program during school lessons, 20 min per day, for a period of 8 weeks. The controls continued to receive standard classroom instruction. German tests of phonological awareness, reading, spelling, and vocabulary were performed at three time points (pretest, immediate posttest, and follow-up after 9 weeks). Analyses confirmed that improvements in phonological awareness, spelling, and vocabulary between pretest and posttest were stronger in the training group when compared to the controls. For spelling and vocabulary, these effects were still significant at follow-up. Effect sizes were medium to high. For the reading measures, no group differences were found. In sum, the results yield further evidence for the effectiveness of phonics-based literacy instruction in L2 learners, and for the beneficial effects of basic literacy skills on novel word learning.

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Section: Discussionsupporting

confidence: 89%

Section: Effects Of Literacy Acquisition On Spoken Language In L1 Andmentioning

confidence: 99%

Effects of computerized grapho-phonological training on literacy acquisition and vocabulary knowledge in children with an immigrant background learning German as L2

et al. 2020

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“…In response to this situation, this paper aims to investigate how oral literature instruction improves students' language skills, specifically focusing on three schools from the Burera district in Rwanda. Studies (Knell, 2018;Sharma et al, 2022) have demonstrated the significant role oral language plays in developing L2 literacy skills and deepening cultural understanding. Therefore, this paper needs careful attention to the enhancement of English skills among Rwandans through literature.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Exploring the Role of Oral Literature in Enhancing Learners’ Language Proficiency: A Case of Three Selected Secondary Schools in Rwanda

Mpumuje,

Bazimaziki,

Muragijimana

2024

AJERNET

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Studies conducted on the relevance of literature in boosting language demonstrate that it is an invaluable tool to enhance language skills. However, the role of oral literature in enhancing language performance in secondary schools has not received much investigation. This study investigates the role that teaching oral literature in English plays in learners' language performance. Adopting a quasi-mixed-methods approach, the study was conducted in three selected secondary schools from one district in Rwanda. This study was guided by input and output theory by Krashen Steven. The focused population was 15 participants (12 teachers and 3 deputy headteachers in charge of academic duties) from 3 selected secondary schools. Respondents were selected by a universal and stratified sampling procedure. Using a simple random sample, the study used both a questionnaire and an interview with school staff, with a particular focus on teachers of literature in English. Findings revealed that folk dramas and tales, myths, proverbs, sayings, and tongue twisters were the most focused components of oral literature by English teachers in the sampled schools. It was found that there is a significant positive effect between oral literature and learners’ language performance (r = 746, p < 0.01). The study recommends that efforts be made to enhance the teaching of oral literature as it exposes learners to English language skills.

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English Literacy Development in Mainland Chinese Secondary English Classrooms: Pedagogical Recommendations for Enhancing Formulaic Language

Ding

Reynolds

2019

English Literacy Instruction for Chinese Speakers

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Role of Oral Language in the Development ofL2Literacy Skills

Cited by 3 publications

References 17 publications

Effects of computerized grapho-phonological training on literacy acquisition and vocabulary knowledge in children with an immigrant background learning German as L2

Effects of computerized grapho-phonological training on literacy acquisition and vocabulary knowledge in children with an immigrant background learning German as L2

Exploring the Role of Oral Literature in Enhancing Learners’ Language Proficiency: A Case of Three Selected Secondary Schools in Rwanda

English Literacy Development in Mainland Chinese Secondary English Classrooms: Pedagogical Recommendations for Enhancing Formulaic Language

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