Effects of a Multicomponent Storytelling Intervention on the Vocabulary Acquisition of German L2 Adolescents with Learning Disabilities and Peer-Relation Difficulties

Autor/inn/en	Barwasser, Anne; Urton, Karolina; Knaak, Turid; Grünke, Matthias
Titel	Effects of a Multicomponent Storytelling Intervention on the Vocabulary Acquisition of German L2 Adolescents with Learning Disabilities and Peer-Relation Difficulties
Quelle	In: Insights into Learning Disabilities, 19 (2022) 2, S.173-192 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-1212
Schlagwörter	Foreign Countries; Middle School Students; High School Students; Second Language Learning; German; Story Telling; Intervention; Peer Relationship; Learning Disabilities; Vocabulary Development; Social Cognition; Student Attitudes; Grade 5; Grade 7; Behavior Problems; Child Behavior; Questionnaires; Screening Tests; Germany; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Zweitsprachenerwerb; Deutscher; Peer-Beziehungen; Learning handicap; Lernbehinderung; Wortschatzarbeit; Soziale Kognition; Schülerverhalten; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; Fragebogen; Screening-Verfahren; Deutschland
Abstract	The number of foreign languages spoken in Germany is rising, and as a result German is increasingly being learned as a second language (L2). This is a challenge for many secondary-school students, especially those who have learning disabilities (LD) and behavioral difficulties, which are often accompanied by reduced motivation to learn, in this case to learn a new language. Vocabulary is foundational for language development and literacy. In the current study, a combined storytelling intervention was used to help students build their expressive vocabulary in a short time. Specifically, five secondary-school students learning German as a second language -- some of whom also had social-emotional difficulties -- took part in a storytelling-based intervention three times a week for six weeks as part of a single-case study. The results indicate the intervention is an effective way to teach vocabulary, with stable data in the target sample. In addition, social validity questionnaires showed positive intervention ratings. Altogether, the storytelling intervention was found to be an advantageous way to support students with different needs in L2 learning. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. 14 Nason Street, Maynard, MA 01754. Tel: 978-897-5399; Fax: 978-897-5355; e-mail: info@ldworldwide.org; Web site: http://www.ldworldwide.org/educators/ild-educators
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01