Teaching Turkish‐Dutch kindergartners Dutch vocabulary with a social robot:Does the robot's use of Turkish translations benefit children's Dutch vocabulary learning?

Providing first language (L1) translations in L2 vocabulary interventions may be beneficial for L2 vocabulary learning. However, in linguistically diverse L2 classrooms, teachers cannot provide L1 translations to all children. Social robots do offer such opportunities, as they can be programmed to speak any combination of languages. This study investigates whether providing L1 translations in a robot-assisted L2 vocabulary training facilitates children's learning. Participants were Turkish-Dutch kindergartners (n = 67) who were taught six Dutch (L2) words for which they knew the L1 (Turkish),... Mehr ...

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Verfasser: Leeuwestein, Hanneke
Barking, Marie
Sodacı, Hande
Oudgenoeg-Paz, Ora
Verhagen, Josje
Vogt, Paul
Aarts, Rian
Spit, Sybren
de Haas, Mirjam
de Wit, Jan
Leseman, Paul
Dokumenttyp: Artikel
Erscheinungsdatum: 2021
Reihe/Periodikum: Leeuwestein , H , Barking , M , Sodacı , H , Oudgenoeg-Paz , O , Verhagen , J , Vogt , P , Aarts , R , Spit , S , de Haas , M , de Wit , J & Leseman , P 2021 , ' Teaching Turkish‐Dutch kindergartners Dutch vocabulary with a social robot : Does the robot's use of Turkish translations benefit children's Dutch vocabulary learning? ' , Journal of Computer Assisted Learning , vol. 37 , no. 3 , pp. 603-620 . https://doi.org/10.1111/jcal.12510
Sprache: Englisch
Permalink: https://search.fid-benelux.de/Record/base-27445863
Datenquelle: BASE; Originalkatalog
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Link(s) : https://hdl.handle.net/11370/45716e21-dff2-4b7b-ad1c-f77e165c0469