Abstract
Previous research suggests that presenting redundant nonverbal semantic information in the form of gestures and/or pictures may aid word learning in first and foreign languages. But do nonverbal supports help all learners equally? We address this issue by examining the role of gestures and pictures as nonverbal supports for word learning in a novel (e.g. original/pretend) language in a sample of 62 preschoolers who differ in language abilities, language background, and gender. We tested children’s ability to learn novel words for familiar objects using a within-subjects design with three conditions: word-only; word+gesture; word+picture. Children were assessed on English translation, immediate comprehension and follow-up comprehension 1week later. Overall performance on the tasks differed by characteristics of the learners. The importance of considering the interplay between learner characteristics and instructional strategies is discussed.
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