English vocabulary instruction through storybook reading for Chinese EFL kindergarteners: Comparing rich, embedded, and incidental approaches

Abstract

Vocabulary is important for both reading and achievement outcomes. To date, there has been a lack of research examining the effects of vocabulary instruction within a storybook reading context for young Chinese children who learn English-as-a-foreign-language (EFL). The present study aims to evaluate the effects of rich and embedded approaches as compared with an incidental approach in enhancing knowledge of word meanings for Chinese EFL kindergarteners. The vocabulary instructions were done within a storybook reading context. Within-subject design was adopted in which participants underwent vocabulary instruction using rich, embedded (also known as extended), and incidental approaches. Instructional effects were measured by the increase in knowledge of word meaning of target words taught by each of the instructional approaches. Forty-three Hong Kong Chinese EFL children from three classrooms in a kindergarten participated in the study. Findings showed that rich instruction resulted in significant increases in receptive and expressive knowledge of word meanings. Both extended instruction and incidental instruction were not able to significantly enhance target word knowledge. Implications for evidence-based vocabulary instruction for Chinese EFL children are discussed.