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This study aims at assessing and comparing two different methods for learning new vocabulary words in a foreign language. Learning vocabulary with images as non-verbal aids was compared to learning vocabulary with real objects. The Rwandan children who participated in this study learnt French as a third language. They took part in training sessions to learn different French words either seeing the corresponding image or holding the corresponding object. The training program was implemented in a Rwandan primary school with children of different ages (from five to 10 years old). The results showed that the words associated to objects that were held by the children during learning were better memorized than the words associated with images. The global memory performance was lower for the youngest children; however, learning with objects proved to be superior over learning with images for all ages. Taken together, the findings underscore that learning vocabulary with real objects is particularly efficient and support the idea that the embodied theory of language is a key element to effectively master a foreign language.
This article was published in the following journal.
Name: Acta psychologica
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Process in which individuals take the initiative, in diagnosing their learning needs, formulating learning goals, identifying resources for learning, choosing and implementing learning strategies and evaluating learning outcomes (Knowles, 1975)
Mental activity, not predominantly perceptual, by which one apprehends some aspect of an object or situation based on past learning and experience.
Change in learning in one situation due to prior learning in another situation. The transfer can be positive (with second learning improved by first) or negative (where the reverse holds).
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A principle that learning is facilitated when the learner receives immediate evaluation of learning performance. The concept also hypothesizes that learning is facilitated when the learner is promptly informed whether a response is correct, and, if incorrect, of the direction of error.
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