Umfang und Qualität des Einsatzes von Wortlernstrategien bei Grundschulkindern.

Autor/inn/en	Ulrich, Tanja; Laßmann, Inga; Doukmak, Maike
Titel	Umfang und Qualität des Einsatzes von Wortlernstrategien bei Grundschulkindern. Titel in anderen Sprachen: Quantity and quality of vocabulary learning strategy use in elementary school children.
Quelle	In: Forschung Sprache, 11 (2023) 1, 19 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen; Abbildungen
Sprache	deutsch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2196-6818
Schlagwörter	Forschung; Forschung; Mehrsprachigkeit; Sprache; Strategie; Logopädie; Sonderpädagogik; Wortschatz; Erfassung; Sprache; Wortschatz; Mehrsprachigkeit; Logopädie; Sonderpädagogik; Erfassung; Strategie
Abstract	Background: Although the use of vocabulary learning strategies is considered to be crucial for language acquisition, existing empirical evidence refers exclusively to their relevance for foreign language acquisition in adolescence and adulthood. Aims: The present paper describes the scope and quality of vocabulary learning strategy use by second graders and compares the strategy use of children with limited vocabulary knowledge to children with age-appropriate expressive vocabulary as well as the use of vocabulary learning strategies of bilinguals versus monolinguals. Methods: The use of vocabulary learning strategies is elicited within the context of a board game in which N = 64 second graders participated. The strategy use of each child was documented using an observation sheet as well as self-assessment-measures. Results: Second graders use monitoring and questioning strategies spontaneously and purposefully to acquire unknown words. The majority of children are not yet able to constructively use retrieval strategies to deblock the word access when they face difficulties in word retrieval. Children with a limited vocabulary react less often and less purposefully to comprehension difficulties. There are only minor differences in strategy use between multilingual and monolingual children. Conclusions: Primary school students tend to use conducive strategies for the acqusition of unknown words but lack in the successful application of word retrieval strategies. As the success of vocabulary acquisition is associated with the use of particular vocabulary learning strategies, implications for vocabulary promotion and therapy can be drawn by assessing the strategy use of children.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2023/1