Abstract
AbstractProviding first language (L1) translations in L2 vocabulary interventions may be beneficial for L2 vocabulary learning. However, in linguistically diverse L2 classrooms, teachers cannot provide L1 translations to all children. Social robots do offer such opportunities, as they can be programmed to speak any combination of languages. This study investigates whether providing L1 translations in a robot‐assisted L2 vocabulary training facilitates children's learning. Participants were Turkish‐Dutch kindergartners (n = 67) who were taught six Dutch (L2) words for which they knew the L1 (Turkish), but not the L2 Dutch form. Half of these words were taught by a Turkish‐Dutch bilingual robot, alongside their Turkish translations; the other half by a monolingual Dutch robot. Children also completed Dutch and Turkish receptive vocabulary tests. Results of generalized linear regression models indicated better performance in the Dutch‐only condition than in the Turkish‐Dutch condition. Children with well‐developed Turkish and Dutch vocabulary knowledge outperformed children with less well‐developed vocabulary knowledge. The majority of children preferred working with the bilingual robot, but children's preference did not affect word learning. Thus, contrary to our prediction, we found no evidence for a facilitating effect of providing L1 translations through a robot on bilingual children's L2 word learning.
Highlights
In many countries across the globe, classrooms are becoming increasingly diverse in terms of students' cultural and linguistic backgrounds (OECD, 2015; Vertovec, 2007)
We investigate whether using a social robot that translates L2 words into Turkish-Dutch bilingual kindergartners learn more L2 (Dutch) bilingual children's L1 (Turkish) enhances L2 (Dutch) word learning, compared to a social robot that only instructs L2 words without L1 translations
Turkish and Dutch vocabulary scores were added as covariates to the model, because we aimed to explore possible moderation effects of children's vocabulary knowledge in these languages on their L2 learning outcomes
Summary
In many countries across the globe, classrooms are becoming increasingly diverse in terms of students' cultural and linguistic backgrounds (OECD, 2015; Vertovec, 2007). We focused on using children's L1 (Turkish) as a strategy to boost their L2 (Dutch) vocabulary learning. We aim to explore whether a bilingual robot tutor can facilitate children's L2 vocabulary learning by providing them with L1 translations. In cases where there is conceptual similarity between L1 and L2, children's L1 vocabulary skills can boost L2 vocabulary learning (Scott & de la Fuente, 2008). This suggests that, in L2 learning classrooms, students use their L1 to relate to L2 concepts and meanings which they have already acquired in their L1. Verhoeven (2007) found concurrent and longitudinal relations between L1 and L2 skills in 5- to 6-year-old Turkish-Dutch children, such that L1 skills were found to positively predict L2 skills in the domain of phonological awareness
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