Universität zu Köln

Barwasser, Anne ORCID: 0000-0002-8124-6429, Urton, Karolina, Knaak, Turid and Gruenke, Matthias . Intentional and incidental vocabulary acquisition through multi-component storytelling: The case of German L2 primary school students. Lang. Teach Res.. LONDON: SAGE PUBLICATIONS LTD. ISSN 1477-0954

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Abstract

The increasing number of students with German as a second language (GL2) poses a great challenge for schools. Previous studies showed that especially young learners with a migration background are lagging behind in the acquisition of second language (L2) literacy. Experiencing problem behaviors (PB) in addition, might pose even greater challenges. Adequate vocabulary, including knowledge of additional vocabulary facts, is essential for appropriate L2 proficiency, and therefore, it is a crucial aspect of support that should be focused on. Thus, the aim of the study was to support vocabulary acquisition in students with GL2 regarding two aspects: (1) the acquisition of expressive and receptive vocabulary, and (2) the incidental acquisition of additional information regarding the vocabulary that are not explicitly focused on during intervention. To this end, the effectiveness of a multi-component method consisting of storytelling and flashcards, as well as motivational reinforcers, was examined using multiple baseline design. The intervention was carried out with nine primary school students with GL2 in three small groups three times a week for four weeks. The results indicated that the multi-component storytelling intervention was effective in increasing students' receptive and expressive vocabulary, as well as additional vocabulary facts in just one month. The article concludes with a critical discussion of the findings and generally provides pedagogical implications for schools on how to adequately support students with GL2 in their vocabulary acquisition.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Barwasser, Anne UNSPECIFIED orcid.org/0000-0002-8124-6429 UNSPECIFIED Urton, Karolina UNSPECIFIED UNSPECIFIED UNSPECIFIED Knaak, Turid UNSPECIFIED UNSPECIFIED UNSPECIFIED Gruenke, Matthias UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-574957
DOI:	10.1177/13621688211047962
Journal or Publication Title:	Lang. Teach Res.
Publisher:	SAGE PUBLICATIONS LTD
Place of Publication:	LONDON
ISSN:	1477-0954
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language DUAL CODING THEORY; LEARNING-DISABILITIES; ELEMENTARY STUDENTS; READING INTERVENTIONS; LANGUAGE; INSTRUCTION; CLASSROOM; MOTIVATION; METAANALYSIS; KNOWLEDGE Multiple languages Education & Educational Research; Linguistics Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/57495