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1.
Previous research suggests that presenting redundant nonverbal semantic information in the form of gestures and/or pictures may aid word learning in first and foreign languages. But do nonverbal supports help all learners equally? We address this issue by examining the role of gestures and pictures as nonverbal supports for word learning in a novel (e.g. original/pretend) language in a sample of 62 preschoolers who differ in language abilities, language background, and gender. We tested children’s ability to learn novel words for familiar objects using a within-subjects design with three conditions: word-only; word + gesture; word + picture. Children were assessed on English translation, immediate comprehension and follow-up comprehension 1 week later. Overall performance on the tasks differed by characteristics of the learners. The importance of considering the interplay between learner characteristics and instructional strategies is discussed.  相似文献   

2.
In typical development, gestures precede and predict language development. This study examines the developmental sequence of expressive communication and relations between specific gestural and language milestones in toddlers with autism spectrum disorder (ASD), who demonstrate marked difficulty with gesture production and language. Communication skills across five stages (gestures, word approximations, first words, gesture-word combinations, and two-word combinations) were assessed monthly by blind raters for toddlers with ASD participating in an randomized control trial of parent-mediated treatment (N = 42, 12–30 months). Findings revealed that toddlers acquired skills following a reliable (vs. idiosyncratic) sequence and the majority of toddlers combined gestures with words before combining words in speech, but in contrast to the pattern observed in typical development, a significant subset acquired pointing after first words.  相似文献   

3.
Explanations are typically accompanied by hand gestures. While research has shown that gestures can help learners understand a particular concept, different learning effects in different types of gesture have been less understood. To address the issues above, the current study focused on whether different types of gestures lead to different levels of improvement in understanding. Two types of gestures were investigated, and thus, three instructional videos (two gesture videos plus a no gesture control) of the subject of mitosis—all identical except for the types of gesture used—were created. After watching one of the three videos, participants were tested on their level of understanding of mitosis. The results showed that (1) differences in comprehension were obtained across the three groups, and (2) representational (semantic) gestures led to a deeper level of comprehension than both beat gestures and the no gesture control. Finally, a language proficiency effect is discussed as a moderator that may affect understanding of a concept. Our findings suggest that a teacher is encouraged to use representational gestures even to adult learners, but more work is needed to prove the benefit of using gestures for adult learners in many subject areas.  相似文献   

4.
This study examined whether poor pointing gestures and imitative actions at 18 months of age uniquely predicted late language production at 36 months, beyond the role of poor language at 18 months of age. Data from the Norwegian Mother and Child Cohort Study were utilized. Maternal reports of the children's nonverbal skills and language were gathered for 42,517 children aged 18 months and for 28,107 of the same children at 36 months. Panel analysis of latent variables revealed that imitative actions, language comprehension, and language production uniquely contributed to predicting late development of language production, while pointing gestures did not. It is suggested that the results can be explained by underlying symbolic representational skills at 18 months.  相似文献   

5.
This study investigated whether seeing iconic gestures depicting verb referents promotes two types of generalization. We taught 3- to 4-year-olds novel locomotion verbs. Children who saw iconic manner gestures during training generalized more verbs to novel events (first-order generalization) than children who saw interactive gestures (Experiment 1, N = 48; Experiment 2, N = 48) and path-tracing gestures (Experiment 3, N = 48). Furthermore, immediately (Experiments 1 and 3) and after 1 week (Experiment 2), the iconic manner gesture group outperformed the control groups in subsequent generalization trials with different novel verbs (second-order generalization), although all groups saw interactive gestures. Thus, seeing iconic gestures that depict verb referents helps children (a) generalize individual verb meanings to novel events and (b) learn more verbs from the same subcategory.  相似文献   

6.
Two-way immersion (TWI) is a variant of the increasingly popular bilingual instruction. Most TWI research lacks longitudinal data or the consideration of background variables to control for possible selection effects. This article examines the development of German reading comprehension of TWI students (N = 984) from fourth to sixth grade compared to conventionally taught students (N = 992). The latent growth curve models showed that immersion students reached the same level of German reading comprehension over the three measurement points, even if background variables like first language, socioeconomic background, and cognitive ability were included. Despite reduced instruction in German, TWI students showed the same reading comprehension level as students in regular instruction while having the advantage of learning an additional language. Although the level of reading comprehension differed between language groups (L1 German speakers, L1 partner language speakers, simultaneous bilinguals), the learning trajectories of reading comprehension were similar.  相似文献   

7.
The given paper presents the results of an empirical study into the efficacy of the Thinking Approach (TA) to language teaching and learning which is aimed at the development of students’ inventive thinking skills in the context of foreign language education, namely learning of English. The study was conducted among upper secondary students of two schools in Latvia and aimed to answer whether students working with the Thinking Approach demonstrate an increase in their inventive thinking skills. An inventive thinking test was employed as the research instrument. The results of the study suggest that students working with the TA demonstrate a significant increase in their inventive thinking skills in comparison with the control group (t = 3.32, p = 0.001). At the same time a number of limiting factors that appeared in the process of the study due to its naturalistic setting call for further research that could increase the reliability of the findings.  相似文献   

8.
Many Western industrialized nations have high levels of ethnic diversity but to date there are very few studies which investigate prelinguistic and early language development in infants from ethnic minority backgrounds. This study tracked the development of infant communicative gestures from 10 to 12 months (n = 59) in three culturally distinct groups in the United Kingdom and measured their relationship, along with maternal utterance frequency and responsiveness, to vocabulary development at 12 and 18 months. No significant differences were found in infant gesture development and maternal responsiveness across the groups, but relationships were identified between gesture, maternal responsiveness, and vocabulary development.  相似文献   

9.
This study investigated the relation between Dual Language Learners’ (N = 90) vocabulary and grammar comprehension and word learning processes in preschool (aged 3-through-5 years). Of interest was whether: (a) performance in Spanish correlated with performance in English within each domain; and (b) comprehension predicted novel word learning within and across languages. Dual-language experience was evaluated as a potential moderator. Hierarchical linear modeling revealed stronger predictive associations within each language than across languages. Across languages, results varied by experience and domain. Structural sensitivity theory suggests exposure to two languages heightens awareness of parameters along which languages vary and provides a framework for interpreting complex associations within and across languages. Knowledge from one language may influence learning in both.  相似文献   

10.
The study investigated the within- and cross-language contribution of morphological awareness (MA) to vocabulary and reading comprehension among students learning to read two typologically different orthographies at the same time: Korean and English. Fifty Korean ESL learners in grades five and six were administered Korean and English measures of MA (derivational and compound morphemes), vocabulary, and reading comprehension (narrative and expository texts), in addition to measures of phonological awareness (PA) and orthographic awareness (OA). Information about home language environment was also obtained from a parental questionnaire. Path analysis showed that MA was the most significant contributor to vocabulary (β = 0.33, p < 0.05) and reading comprehension (β = 0.46, p < 0.01) in English; and in Korean (β = 0.62 and β = 0.54, respectively, all ps < 0.01), controlling for effects of PA and OA. Unidirectional cross-language transfer was found from Korean MA to English vocabulary (β = 0.27, p < 0.05) and reading comprehension (β = 0.22, p < 0.05) and multiple determining factors are discussed. Educational implications and research recommendations are also presented.  相似文献   

11.
Abstract

The significance of pointing gestures in the development of linguistic communication is linked to their referential character and formation of common ground in use of gestures and speech. Our longitudinal study aimed to define the nature of this relationship more precisely and to explore whether the relevance vs lack of relevance of a child’s pointing gestures is related to development of language abilities. We developed a special protocol to measure relevant and irrelevant pointing gestures in 18-month-olds, sampled production of spontaneous speech and measured their language comprehension at two years of age. A group of 343 children was tested, and using structural equation modelling we showed that relevant gestures predict the level of development of language production and comprehension. As predicted, this association was not applied to irrelevant gestures. It is likely that a child’s more frequent use of relevant pointing gestures helps the caregiver to recognize the child’s communicative intentions and to comment on his/her behaviour appropriately. The identified developmental/predictive relationship is valid in both mentalistic and teleological interpretation of early communicative development.  相似文献   

12.
《学习科学杂志》2013,22(3):173-208
  相似文献   

13.
Despite acknowledging the complex nature of vocabulary knowledge, researchers have rarely investigated the dimensionality of this construct empirically. This study was designed to test a multi-dimensional model of English vocabulary knowledge for sixth-grade students from linguistically diverse backgrounds (n = 584). Participants included language minority students learning English as a second language (L2) and students who learned English as a first language (L1). Students were assessed on 13 reading-based measures tapping various aspects of vocabulary knowledge. Using multiple-group confirmatory factor analysis, we found that vocabulary was comprised of three highly related, but distinct dimensions—breadth, contextual sensitivity, and morphological awareness. This three-dimensional model was found to hold for L2 learners as well as L1 speakers. Although the L2 learners were statistically significantly lower than the L1 students on all three dimensions, the magnitude of the difference for morphological awareness (d = .37) was somewhat smaller than that for vocabulary breadth (d = .52) and contextual sensitivity (d = .49). Results were similar for a subsample of Spanish-speaking L2 learners and for the full sample of L2 learners from various home language groups. Findings support a distinction between word-specific and word-general knowledge in understanding individual and group differences in vocabulary.  相似文献   

14.
This study describes the sense-making behaviors of sixth- and seventh-grade students (n = 46 dyads) as they read and discussed expository articles in print and digital formats. Most dyads approached the digital text as if it were static and linear, despite the availability of hyperlinks. Reading through (or covering) the text was the most commonly observed behavior, occurring in 89% of the coded intervals in the print condition and 76% of intervals in the digital condition. Students were observed discussing a variety of cognitive and metacognitive strategies. The most common strategies were process monitoring, summarizing, connecting, and reacting. The dyads used at least one overt sense-making strategy in about 50% of the intervals when reading the print text and about 65% of the intervals with the digital text. Previewing and progress monitoring, which serve important planning and self-regulative functions, were used more frequently in the digital condition. Regression analyses show that several collaborative behaviors were associated with text comprehension, as measured by a researcher-designed multiple choice test, in the print condition but not in the digital condition. These included word recognition monitoring (β = 1.84; SE = 0.90; p = .05), summarizing (β = 2.43; SE = 1.21; p = .05), and connecting (β = −5.20; SE = 2.06; p = .02) at the student level and attending to illustrations (γ = −7.08; SE = 2.17; p = .003) at the dyad level. In both conditions, prior reading achievement and prior knowledge were strong predictors of comprehension.  相似文献   

15.
Language and gesture are viewed as highly interdependent systems. Besides supporting communication, gestures also have an impact on memory for verbal information compared to pure verbal encoding in native but also in foreign language learning. This article presents a within‐subject longitudinal study lasting 14 months that tested the use of gestures in the classroom, with the experimenter presenting the items to be acquired. Participants learned 36 words distributed across two training conditions: In the audio‐visual condition subjects read, heard, and spoke the words; in the gestural condition subjects additionally accompanied the words with symbolic gestures. Memory performance was assessed through cued native‐to‐foreign translation tests at five time points. The results show that gestures significantly enhance vocabulary learning in quantity and over time. The findings are discussed in terms of Klimesch's connectivity model (CM) of information processing. Thereafter, a code, a word, is better integrated into long‐term memory if it is deep, that is, if it is comprised of many interconnected components.  相似文献   

16.
Instructors often show rhythmic movements with speech in video lectures. However, the effects of these movements have not been tested in video lectures with an instructor and visual learning material. Results of Experiment 1 showed students in the beat gestures and head nods conditions showed significantly less attention to the visual learning material, more attention to the instructor, whereas in the beat gestures + head nods condition drew significantly more attention to both. In Experiment 2 we tested whether the complexity of the visual learning material moderated the effects of rhythmic movements on students’ learning. When the presentation was simple, students in the head nods + beat gestures condition showed more positive interaction, and significantly better recall and transfer. The results have implications for video designing: if an instructor and simple learning material are visible, she is encouraged to show beat gestures and head nods to mark important information.  相似文献   

17.
Two experiments compared the effects of learning by drawing to studying instructor-provided visuals on learning outcomes, learning time, and cognitive load. College students studied a text on the human circulatory system and completed comprehension and transfer tests. In Experiment 1 (N = 107), students studied the text with provided visuals (provided visuals) or generated their own drawings from the text with text-based support (verbally-supported drawing) or without support (unsupported drawing). Results showed that while the verbally-supported drawing condition spent significantly more time and experienced significantly higher cognitive load than the provided visuals condition, there were no differences across the three conditions in learning outcomes. In Experiment 2 (N = 85), students studied the text with provided visuals (provided visuals) or generated drawings from the text with provided visuals as feedback (visually-supported drawing). Results showed that the visually-supported drawing condition spent significantly more time and experienced significantly higher cognitive load than the provided visuals condition but also performed significantly better than the provided visuals condition on the comprehension test. These findings suggest generating drawings prior to studying provided visuals is worth the time and effort.  相似文献   

18.
Using an epidemiological sample (N = 1,117) and a prospective longitudinal design, this study tested the direct and indirect effects of preverbal and verbal communication (15 months to 3 years) on executive function (EF) at age 4 years. Results indicated that whereas gestures (15 months), as well as language (2 and 3 years), were correlated with later EF (φs ≥ .44), the effect was entirely mediated through later language. In contrast, language had significant direct and indirect effects on later EF. Exploratory analyses indicated that the pattern of results was comparable for low‐ and not‐low‐income families. The results were consistent with theoretical accounts of language as a precursor of EF ability, and highlighted gesture as an early indicator of EF.  相似文献   

19.
In this study, the benefits of multisensory structured language (MSL) instruction in Spanish were examined. Participants were students in high-school-level Spanish attending girls’ preparatory schools. Of the 55 participants, 39 qualified as at-risk for foreign language learning difficulties and 16 were deemed not-at-risk. The at-risk students were assigned to one of three conditions: (1) MSL—multisensory Spanish instruction in self-contained classrooms (n=14); (2) SC—traditional Spanish instruction provided in self-contained classrooms (n=11); and (3) NSC—traditional Spanish instruction in regular (not self-contained) Spanish classes (n=14). Not-at-risk students (n=16) received traditional Spanish instruction in regular classes similar to the instruction provided to the NSC group. All three at-risk groups made significant gains over time on some native language skills regardless of teaching method. The MSL group also made significant gains on a foreign language aptitude measure. The MSL group and the not-at-risk group made greater gains than the two other at-risk groups on foreign language aptitude and native language measures of reading comprehension, word recognition, and pseudoword reading. Although most at-risk learners achieved an “expected” level of foreign language proficiency after two years of instruction, significant group differences were found. On measures of oral and written foreign language proficiency, the MSL and not-at-risk groups scored significantly higher than the at-risk groups instructed using traditional methods. After two years of Spanish instruction, no differences in foreign language proficiency were found between the MSL group and the not-at-risk group.  相似文献   

20.
This interdisciplinary research examines how Informal Digital Learning of English (IDLE) and the L2 Motivational Self System (consisting of the ideal L2 self and the ought-to L2 self) are linked with Foreign Language Enjoyment (FLE). Together, these are flourishing research areas in computer-assisted language learning, second language acquisition and positive psychology. Using a purposive sampling technique, three cohorts of English-as-a-foreign-language learners (N = 661) are surveyed in South Korea: middle school (n = 173), high school (n = 374) and university students (n = 114). Results of hierarchical regression analyses show that IDLE and the ideal L2 self are significantly predictive of all groups’ FLE, while the ought-to L2 self predicts only middle school students’ FLE. These results suggest that students’ engagement in extramural digital activities and their motivational mindset (shaped through different socio-educational contexts) may have influenced their emotions in learning their target language. Informed by these results, teachers can help increase students’ L2 learning enjoyment by supporting their language learning in out-of-class digital settings as well as promoting their ideal L2 self-images. Concurrently, teachers and parents can enhance younger learners’ enjoyment of learning L2—especially in test-oriented Asian contexts—by setting higher L2 learning expectations.  相似文献   

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