Physical activity in active school settings: Twelve-and fourteen-year-old school children differentially benefit from gesture- and picture-enriched vocabulary training

Christian Andrä, Brian Mathias, Manuela Macedonia, Katharina von Kriegstein

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Both young children and adults benefit from the integration of multimodal enrichment into pedagogy. We examined benefits of multimodal enrichment in twelve- to fourteen-year-olds in the context of foreign langu-age (L2) vocabulary learning. The children were trained over 5 consecutive days on auditorily-presented L2 vocabulary that was learned under picture-, gesture-, and non-enriched (auditory-only) conditions. Recall and translation tests were performed at 3 days, 2 months, and 6 months post-learning. Compared to non-enriched learning, both enrichment interventions benefitted children's L2 retention for up to 6 months post-training. Interestingly, gesture-enriched learning was even more beneficial than picture-enriched learning for fourteen-year-olds, while twelve-year-olds benefitted equivalently from picture- and gesture-enriched learn-ing. These findings provide evidence for opting to integrate gestures rather than pictures into L2 pedagogy starting at fourteen years of age.
Original languageEnglish
Title of host publicationEducation and Physical Activity in Childhood: Current Challenges and Perspectives
Subtitle of host publicationProceedings of the 4th CIAPSE Congress
EditorsManolis Adamakis, Claude Scheuer
PublisherCIAPSE Congress
Pages96-97
Number of pages2
Publication statusPublished - 2022

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