A Comparison of Methods to Teach Foreign-Language Targets to Young Children

Autor/inn/en	Matter, Ashley L.; Wiskow, Katie M.; Donaldson, Jeanne M.
Titel	A Comparison of Methods to Teach Foreign-Language Targets to Young Children
Quelle	In: Journal of Applied Behavior Analysis, 53 (2020) 1, S.147-166 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.545
Schlagwörter	Second Language Learning; Second Language Instruction; Comparative Analysis; Instructional Effectiveness; Teaching Methods; Efficiency; Preschool Children + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness; Effektivität; Wirkungsgrad; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Using instructional strategies based on derived relational responding (DRR) to teach foreign-language targets may result in emergent, untrained foreign-language relations. One benefit of using DRR instructional strategies is the efficiency with which an individual acquires additional stimulus relations as a result of emergent responding following acquisition of one or a small number of relations. In the current study, we compared the efficiency of tact training alone to a traditional foreign-language teaching strategy (i.e., teaching all relations concurrently--mixed training) with four, 4-year-old children. The results demonstrated that tact training was more efficient than mixed training for 5 of 7 stimulus sets. The findings add to the research demonstrating that DRR instructional strategies, specifically tact training, may be more efficient than concurrently teaching all targeted relations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01