Spot It and Learn It! Word Learning in Virtual Peer-Group Interactions Using a Novel Paradigm for School-Aged Children

Bibliographic Data

ID4501995
AuthorsHoward Levy (0000-0001-6610-6316, University of Freiburg), Adriana Hanulíková (0000-0001-9010-4185, University of Freiburg, corresponding author)
Year2023
Volume73
Issue1
Pages197-230
Publication date2023-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueLanguage Learning (JOURNAL)
Journal identifiersISSN: 0023-8333 • E-ISSN: 1467-9922
PublisherWiley (PUBLISHER • GB)
DOI10.1111/lang.12520
OpenAlexW4297323558
LanguageEN
Citations received4
References cited65

We use a novel paradigm to examine the effect of language exposure and variable input on the acquisition of words in primary school-aged children. Children growing up with different languages and foreign or regional accents in their input might benefit from their experience with variability when learning new words from peers with unfamiliar accents. We ask to what extent language and accent experience helps monolingual and bilingual children learn new words in the context of accent variability. Children (aged 7-11 years) played a computerized card game with virtual peers that resembles natural advanced lexical acquisition, during which new words are learned from child speakers and are produced actively in peer-group interactions. Successful word learning was predicted by the amount of input in regional and foreign accents but not by exposure to other languages (i.e., bilingualism). We discuss how accent experience affects word learning under variable input conditions

Cognitive psychology · Context (archaeology) · Foreign language · Language acquisition · Linguistics · Mathematics education · Neuroscience of multilingualism · Second-language acquisition · Stress (linguistics) · Language Development and Disorders · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development

Tools

Open DOIOpen Access