ABSTRACT

Learning words in Modern Standard Arabic (MSA) and story retelling was tested using an e-book with dictionary. One hundred and sixty-three Arabic-speaking kindergartners were randomly divided into 5 groups. The experimental groups read the e-book with a dictionary: (1) with a dynamic illustration and a request to vocalize the word; (2) with a dynamic illustration without a request to vocalize the word; (3) with a static illustration and a request to vocalize the word; (4) with a static illustration without a request for vocalization. The control group read the book without a dictionary. Receptive and expressive meaning of the e-book’s words and story retelling skills were tested pre- and post-intervention. Children who read the e-book with a dictionary with dynamic presentation of target words and repeated vocalization of the words showed improvement in target words meaning and story retelling. Children with a lower initial level progressed more. Educational implications are discussed.

摘要

现代标准阿拉伯语 (MSA) 中的单词学习和故事复述是使用带有字典的电子书进行测试的。163名讲阿拉伯语的幼儿园学生被随机分为5组。实验组用词典阅读电子书：（1）附有动态插图，要求发声；(2) 带有动态插图，无需发声；(3) 带有静态插图和发声请求；(4) 带有静态插图，无需发声请求。对照组在没有字典的情况下阅读这本书。在干预前和干预后测试了电子书单词的接受和表达意义以及复述故事的技巧。使用词典阅读电子书的儿童，目标词的动态呈现和单词的重复发声显示出目标词含义和故事复述的改善。初始水平较低的儿童进步较大。教育意义进行了讨论。