L2 Vocabulary Acquisition in Children: Effects of Learning Method and Cognate Status  

Oleh:

Tonzar, Claudio ; Lotto, Lorella ; Job, Remo

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 59 no. 3 (Sep. 2009), page 623-646.
Topik: second language learning; L2 vocabulary learning; cognate status; teaching/learning methods; immediate and delayed learning; concurrent acquisition of two foreign languages
Fulltext: Volume 59, issue 3 (September 2009), p. 623-646.pdf (215.72KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LLE/59 Non-tandon: tidak ada Tandon: 1

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Isi artikel

In this study we investigated the effects of two learning methods (picture- or word mediated learning) and of word status (cognates vs. noncognates) on the vocabulary acquisition of two foreign languages: English and German. We examined children from fourth and eight grades in a school setting. After a learning phase during which L2 owrds were presented either together with the corresponding translation in L1 (word learning method) or with the picture of the object to which the word refers (picture learning method), children were tested at different points in time. The results showed that the picture-based method leads to a better performance than the word-based method, but this effect was modulated by cognate status and age of learning. On the one had\nd, cognated were found to facilitate the acquisition of L2 words, but when the language was familiar (i.e., English for the eighth-grade children), this effect decreased with exposure to language. On the other hand, cognate status interacted with the learning method in the older children, indicating that the word method was particularly effective for cognate words. Some implications concerning learning two languages at a time in the school setting are discussed.

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