Direct vocabulary teaching practices by preschool teachers

Abstract

The purpose of the present study was to investigate preschool teachers’ practices. The sample consisted of 274 preschool teachers working in different regions of Crete in Greece. The data were collected via an online questionnaire comprised of 22 items inquiring about the sample teachers’ demographic characteristics and occupational status, as well as about the activity settings and the techniques they use to teach vocabulary directly in their classrooms. In relation to the indicated activity settings and the direct vocabulary teaching techniques, the sample teachers recorded the frequency of their use on 5-point Likert scales. The results showed that story reading was the most frequent activity setting for implementing direct vocabulary teaching. Furthermore, data analysis showed that contextualized and de-contextualized vocabulary teaching with an emphasis on the receptive aspect of vocabulary and multimodal vocabulary teaching with an emphasis on the productive aspect of vocabulary were the two basic dimensions that described the preschool teachers’ practices. In addition, the results showed that contextualized and de-contextualized vocabulary teaching was reported to be used more frequently than multimodal teaching, while both teaching practices were related more strongly to the other activity settings besides story reading.