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  Learning foreign language vocabulary with gestures and pictures enhances vocabulary memory for several months post-learning in eight-year-old school children

Andrä, C., Mathias, B., Schwager, A., Macedonia, M., & von Kriegstein, K. (2020). Learning foreign language vocabulary with gestures and pictures enhances vocabulary memory for several months post-learning in eight-year-old school children. Educational Psychology Review. doi:10.1007/s10648-020-09527-z.

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 Creators:
Andrä, Christian1, 2, Author
Mathias, Brian3, 4, Author              
Schwager, Anika5, Author
Macedonia, Manuela4, 6, Author              
von Kriegstein, Katharina3, 4, Author              
Affiliations:
1Faculty of Education, University of Leipzig, Germany, ou_persistent22              
2Institute of Sport Psychology and Physical Education, University of Leipzig, Germany, ou_persistent22              
3Chair of Cognitive and Clinical Neuroscience, Faculty of Psychology, TU Dresden, Germany, ou_persistent22              
4Max Planck Research Group Neural Mechanisms of Human Communication, MPI for Human Cognitive and Brain Sciences, Max Planck Society, Leipzig, DE, ou_634556              
5Didactics of Physical Education, Institute of Primary and Pre-Primary Education, University of Leipzig, Germany, ou_persistent22              
6Linz Center of Mechatronics GmbH, Austria, ou_persistent22              

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Free keywords: Multisensory learning; Sensorimotor learning; Gesture; Enrichment; Vocabulary learning; Foreign language education
 Abstract: The integration of gestures and pictures into pedagogy has demonstrated potential for improving adults’ learning of foreign language (L2) vocabulary. However, the relative benefits of gestures and pictures on children’s L2 vocabulary learning have not been formally evaluated. In three experiments, we investigated the effects of gesture-based and picture-based learning on 8-year-old primary school children’s acquisition of novel L2 vocabulary. In each experiment, German children were trained over 5 consecutive days on auditorily presented, concrete and abstract, English vocabulary. In Experiments 1 and 2, gesture enrichment (auditorily presented L2 words accompanied with self-performed gestures) was compared with a non-enriched baseline condition. In Experiment 3, gesture enrichment was compared with picture enrichment (auditorily presented words accompanied with pictures). Children performed vocabulary recall and translation tests at 3 days, 2 months, and 6 months post-learning. Both gesture and picture enrichment enhanced children’s test performance compared with non-enriched learning. Benefits of gesture and picture enrichment persisted up to 6 months after training and occurred for both concrete and abstract words. Gesture-enriched learning was hypothesized to boost learning outcomes more than picture-enriched learning on the basis of previous findings in adults. Unexpectedly, however, we observed similar benefits of gesture and picture enrichment on children’s L2 learning. These findings suggest that both gestures and pictures enhance children’s L2 learning and that performance benefits are robust over long timescales.

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Language(s): eng - English
 Dates: 2020-04-18
 Publication Status: Published online
 Pages: -
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 Rev. Type: -
 Identifiers: DOI: 10.1007/s10648-020-09527-z
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Title: Educational Psychology Review
Source Genre: Journal
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Publ. Info: New York : Springer
Pages: - Volume / Issue: - Sequence Number: - Start / End Page: - Identifier: ISSN: 1040-726X
CoNE: https://pure.mpg.de/cone/journals/resource/954925588351