Repeated-reading-based instructional strategy and vocabulary acquisition: A case study of a heritage speaker of Chinese

Date
2010-10
Authors
Han, ZhaoHong
Chen, Cheng-ling Alice
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University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Volume
22
Number/Issue
2
Starting Page
242
Ending Page
262
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Abstract
Repeated reading, a procedure involving repetition of the same text, has received copious attention from first language reading research providing highly converging evidence of its potency for reading fluency, accuracy, and comprehension. In contrast, second language research on repeated reading has been scarce. The very few studies extant have, nevertheless, shown similar, albeit inconclusive, findings. The present study was an attempt to foray into a hitherto uncharted area in both first and second language research, by investigating vocabulary gains from implementing a set of repeated-reading-based pedagogical and learning procedures. Using one heritage speaker of Chinese as its subject, the study administered 20 sessions of assisted repeated reading over three weeks. Results indicated both intentional and incidental vocabulary gains that would not otherwise have been possible through conventional reading or vocabulary instruction.
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repeated reading, second language vocabulary acquisition, Chinese, heritage speaker
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