«Γρήγορη συμπτωματική μάθηση» και παγίωση νέων λέξεων μέσω της αφήγησης ιστοριών σε παιδιά πρώτης σχολικής ηλικίας

Abstract

This study examined the conditions under which story narration in class can become an effective activity of vocabulary enrichment for early primary school students. More specifically, it explored the «Quick Incidental Learning» of novel words in 96 students of the three first grades of primary school, by measuring their performance in mapping four novel linguistic labels (pseudowords) to their corresponding referents after a unique exposure to them within a narration. Additionally, it explored whether this early representation of the word´s meaning was retained three weeks later, in the absence of any intervention or reminder of the pseudowords, as well as the effectiveness of three different interventions (repetition of the same story, narration of a different story containing the same pseudowords, and participation in both activities) in the consolidation of the words. Results illustrate clear developmental differences in children´s performance according to their age, but also qualitative differences in the learning of different pseudowords. Additionally, optimal consolidation is documented for those children who took part in both interventions, followed by those who listened to the same story twice. On the contrary, children who encountered the same pseudowords into a different story, as well as those who did not receive any intervention, forgot -to a lesser or greater degree respectively- the initially learned words.