Unexpectedly, however, we observed similar benefits of gesture and picture enrichment on children’s L2 learning. Gesture-enriched learning was hypothesized to boost learning outcomes more than picture-enriched learning on the basis of previous findings in adults. Benefits of gesture and picture enrichment persisted up to 6 months after training and occurred for both concrete and abstract words. Both gesture and picture enrichment enhanced children’s test performance compared with non-enriched learning. Children performed vocabulary recall and translation tests at 3 days, 2 months, and 6 months post-learning. In Experiment 3, gesture enrichment was compared with picture enrichment (auditorily presented words accompanied with pictures). In Experiments 1 and 2, gesture enrichment (auditorily presented L2 words accompanied with self-performed gestures) was compared with a non-enriched baseline condition. In each experiment, German children were trained over 5 consecutive days on auditorily presented, concrete and abstract, English vocabulary. In three experiments, we investigated the effects of gesture-based and picture-based learning on 8-year-old primary school children’s acquisition of novel L2 vocabulary. However, the relative benefits of gestures and pictures on children’s L2 vocabulary learning have not been formally evaluated. The integration of gestures and pictures into pedagogy has demonstrated potential for improving adults’ learning of foreign language (L2) vocabulary.
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