Explicit Cognate Instruction Facilitates Vocabulary Learning by Foreign Language Learners with Developmental Language Disorder

Autor/inn/en	Tribushinina, Elena; Niemann, Geke; Meuwissen, Joyce
Titel	Explicit Cognate Instruction Facilitates Vocabulary Learning by Foreign Language Learners with Developmental Language Disorder
Quelle	In: Child Language Teaching and Therapy, 39 (2023) 3, S.248-265 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tribushinina, Elena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/02656590231202177
Schlagwörter	Second Language Learning; English (Second Language); Elementary School Students; Students with Disabilities; Developmental Disabilities; Language Impairments; Special Education; Vocabulary Development; Foreign Countries; Intervention; Learning Strategies; Word Recognition; Language Tests; Receptive Language; Netherlands + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Wortschatzarbeit; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Worterkennung; Language test; Sprachtest; Rezeptive Kommunikationsfähigkeit; Niederlande
Abstract	This article is one of the first attempts to study the mechanisms of foreign language learning by children with DLD. We test the effectiveness of a cognate intervention aiming to enhance cross-linguistic awareness of Dutch-speaking primary-school pupils with DLD, as part of their English as a Foreign Language (EFL) curriculum. The participants were learning English as a school subject in the last three years of special primary education in the Netherlands (ages 8;11-13;8). The intervention group (n = 41) received 12 short lessons on cognate relationships over the course of 14 weeks. The control group (n = 46), matched to the intervention group on the amount and intensity of foreign language instruction, received their regular English lessons that were mainly implicit and skill-based. The study used a pre-test--post-test design and compared the development of English word recognition in the two groups, at the same time controlling for the amount of prior EFL instruction and out-of-school exposure to English. The performance at pre-test was already high, particularly on cognates. Word recognition in the control group did not improve over the course of the 14 weeks. The performance of the intervention group showed significant improvement from pre-test to post-test. After the intervention, they recognized not only more of the words practised in the lessons but also more nontreated cognates, which demonstrates that the intervention participants developed a cognate strategy that allowed them to recognize more English words based on similarity to Dutch. We conclude that explicit cognate instruction implemented in a regular classroom setting facilitates the development of EFL vocabulary in special primary education. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01