VOCABULARY ENHANCEMENT OF FEMALE ESL LEARNERS THROUGH SHORT STORIES: A RURAL/ URBAN PERSPECTIVE

Naseer Ahmed

doi:10.24071/llt.v20i2.740

VOCABULARY ENHANCEMENT OF FEMALE ESL LEARNERS THROUGH SHORT STORIES: A RURAL/ URBAN PERSPECTIVE

Naseer Ahmed^(1*),

(1) Lahore Garrison University, Lahore
(*) Corresponding Author

Abstract

Teaching English has progressed rapidly with the changing requirements of society. Current study has not only the purpose of testing vocabulary enhancement by short stories but also monitors its effects on rural and urban population at secondary level. Present study utilizes Pre-test, post-test experimental design. Before the commencement of study, 50 students took their pre-test from rural site and 50 students took their pre-test from urban site. Only those 20, 20 students were selected from both sites whose accumulative score was almost the same. After this, five short stories were taught to both groups for five weeks with the same methodology. After the completion of coaching, a post-test was conducted. Marks of pre-test and post-test of both rural and urban groups were compared to see difference in learning. Data was analyzed statistically by using SPSS 20 for windows. Analysis of data proved that urban group had statistically significant improvement as compared to rural group.

Keywords

short stories, vocabulary building, ESL, ELT

Full Text:

PDF

References

Ellis, G., & Brewster, J. (1991). The storytelling handbook: A guide for primary teacher of English. Hamond Swath: Penguin.

Erakaya, R. O (2003). Benefits of using short stories in the EFL context. Asian EFL Journal, 1(3).

Goodman, M. (1982). Retelling of literature and the comprehension process. Theory into Practice, 21(4), 300-307.

Isbell, R. (2002). Telling and Retelling Stories Learning Language and Literacy Young Children, 57 (2), 26-30.

Khatib, S. (2011). Applying the reader response approach in teaching English short stories to EFL students. Journal of Language Teaching and Research, 2(1), 151-159.

Kirkgoz, Y. (2012). Incorporating short stories in English language classes. Novitas Royal, 6(2), 110-125.

Lao, C. Y and S. Krashen (2000). The impact of popular literature study on literacy development in EFL: More evidence for the power of reading. System, 28, 261-270.

Maibodi, H.A. (2008). Learning English through short stories. Iranian Journal of Language Studies (IJLS), 2(1), 41-72.

Meyer, L. (2000). Barriers to meaningful instruction for English learners. Theory into Practice, 39(4), 228-236.

Morrow. L. M. (2001). Literary development in the early years: Helping children read and write (4th ed.). Boston: Allyn and Bacon.

Murdoch, G. (2002). Exploiting well-known short stories for language skills development. IATEFLLCS SIG Newsletter, 23, 9-17.

Nasreen, (2010). Improving vocabulary through short stories at higher school level (PGD Thesis, Punjab University).

Oster, J. (1989). Seeing with difference eyes: Another view of literature in the ESL class. TESOL Quarterly, 23 (1), 85-103.

Pesola, C. A. (1991). Culture in the elementary foreign language classroom. Foreign Language Annals, 24 (4), 331-346.

Richgels & McGee, L. M., (2000). Literary beginnings: Supporting youth readers and writers (3rd ed.). Boston: Allyn and Bacon.

Vaughn,S., & Hickman, P.(2004). Story book reading: Improving vocabulary and comprehension for English language learners. Atahe Reading Teacher, 57(8), 720-730.

Waqas, S.A. (2011). The status of English language teaching in Pakistan. ELT Weekly, 3(88), 10-19.

DOI: https://doi.org/10.24071/llt.v20i2.740