Vocabulary Acquisition of Bilingual Preschoolers in Different Training Conditions: The Role of Children's First Language

被引：0

作者：

Cinar, Melihan ^{[1
]}

Hardy, Ilonca ^{[2
]}

Jurecka, Astrid ^{[2
]}

Mcelvany, Nele ^{[3
]}

机构：

[1] AWO Perspektiven gGmbH, Jugendmigrationsdienst Respekt Coaches, Mainzer Landstr 158, D-60327 Frankfurt, Germany

[2] Goethe Univ Frankfurt, Inst Padag Elementar & Primarstufe, Fachbereich Erziehungswissenschaften, Theodor W Adorno Pl 6, D-60323 Frankfurt, Germany

[3] TU Dortmund, Inst Schulentwicklungsforschung IFS, Vogelpothsweg 78, D-44227 Dortmund, Germany

来源：

PSYCHOLOGIE IN ERZIEHUNG UND UNTERRICHT | 2025年 / 72卷 / 01期

关键词：

Vocabulary; incidental learning; bilingual; preschool; training; ACADEMIC-LANGUAGE; LISTENING COMPREHENSION; HOME; INTERVENTION; COMPETENCES; KNOWLEDGE; LEARNERS; CONTEXT; WRITTEN; GERMAN;

D O I：

10.2378/peu2025.art05d

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study investigated bilingual preschoolers' vocabulary acquisition in German as a second language (L2) using an implicit training approach with auditory language input. Based on the theory of learning from context (Sternberg & Powell, 1983), we implemented an experimental design with four conditions, varying input in children's family language of Turkish (L1) beyond L2 input (N = 86). An untrained monolingual group served as baseline (N = 54). Controlling for initial vocabulary and cognitive ability, results revealed no significant differences between the intervention groups, with overall small effects from pretest to posttest and delayed posttest. Yet, mean gains of the intervention groups were greater than those of monolingual children. Multiple regressions revealed that prior L2 vocabulary knowledge predicted L2 vocabulary at posttest beyond L1, age and cognitive ability. The results are discussed with respect to early bilingual education practices and research.

引用

页数：88

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