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Publication

Unlocking the power of productive classroom talk for early second language acquisition. A study into the effects of a task-based intervention.

Journal Contribution - Journal Article

This study investigated whether visual reference in the classroom to their parents has positive effects on ethnic minority children’s L2 vocabulary acquisition. A quasi-experimental study was set up in which preschoolers-at-risk were engaged in a task-based intervention with different types of affective priming while they were participating in, or overhearing, classroom interaction in the L2. The effects of the different conditions on the children’s L2 acquisition of Dutch was measured. . The results of the study indicated significant main effects of (1) the children’s prior proficiency in the second language and (2) participation in productive classroom talk on vocabulary acquisition. A significant interaction effect was found for overhearing and school disliking. For affective priming, no significant effects were found. This study suggests that both participating in, and overhearing, productive classroom talk are powerful ways to boost early L2 vocabulary acquisition.
Journal: Task
ISSN: 2666-1748
Issue: 1
Volume: 1
Pages: 71 - 99
Publication year:2021
Accessibility:Closed