To determine the best techniques to teach children foreign words, we compared the effectiveness of four different learning tasks on their foreign-word learning (i.e., learning word forms and word meanings). The tasks included incidental learning, intentional learning with production, intentional learning without production, and crosssituational statistical learning. We also analyzed whether children’s age and cognitive skills correlate with the learning of word forms and word meanings. Forty-four 5–8-yearold children participated in the study. The results reveal that the children were able to learn the correct word forms from all four tasks and no differences emerged between the effectiveness of the tasks on the learning of word-forms. The children also learned the word meanings with all four tasks, yet the intentional task with production was more effectivethantheincidentaltask. Thissuggeststhattheabilityofchildrentolearnforeign words beneﬁted from them knowing that they were supposed to learn new words and producingthemaloudwhiletraining.Theageofthechildrencorrelatedwiththeirlearning results for word forms and meanings on the intentional task without production. The older children learned more effectively than the younger children in this task. Children’s phonological processing skills were correlated with learning the word meanings from the incidental task, suggesting that children with better phonological skills were able to beneﬁt from incidental learning more than children with poorer phonological skills. Altogether, the results suggest that children’s foreign-language learning beneﬁts from intentional training with speech production regardless of their age or cognitive skills.
|Lehti||Frontiers in Psychology|
|DOI - pysyväislinkit|
|Tila||Julkaistu - 29 toukok. 2020|
|OKM-julkaisutyyppi||A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu|
- 516 Kasvatustieteet
- 6162 Kognitiotiede
- 515 Psykologia
- 1 Päättynyt
"Say it again, kid!" - peli ja puheteknologia lasten vieraan kielen oppimisessa
Ylinen, S. & Näätänen, R.
01/01/2014 → 31/12/2017