Publikationsserver der Universitätsbibliothek Marburg
Titel:Einfluss ikonischer Gesten auf das Wortlernen von Kindern mit und ohne umschriebene Sprachentwicklungsstörung: Eine Trainingsstudie
Autor:Vogt, Susanne
Weitere Beteiligte: Kauschke, Christina (Prof. Dr.)
Veröffentlicht:2017
URI:https://archiv.ub.uni-marburg.de/diss/z2017/0787
DOI: https://doi.org/10.17192/z2017.0787
URN: urn:nbn:de:hebis:04-z2017-07871
DDC: Deutsche Literatur
Titel (trans.):Impact of iconic gesture on word learning in children with and without specific language impairment: A training study
Publikationsdatum:2017-12-16
Lizenz:https://rightsstatements.org/vocab/InC-NC/1.0/

Dokument

Schlagwörter:
language impairment, Sprachentwicklungsstörung, children, ikonische Gesten, Geste, Kinder, Wortschatz, iconic gesture, word learning, Wortlernen

Zusammenfassung:
Die vorliegende Dissertation beschäftigt sich mit dem Einfluss sprachbegleitender ikonischer Gesten auf das Wortlernen bei Vorschulkindern. Ikonische Gesten gelten als förderlich für das Erlernen neuer Wörter, weil sie Bedeutungsmerkmale des Referenten abbilden und so möglicher Weise die Verarbeitung des sprachlichen Inputs und die Speicherung der Wörter erleichtern. Dies könnte insbesondere Kindern mit umschriebenen Sprachentwicklungsstörungen (USES) von Nutzen sein, die neben anderen sprachlichen Einschränkungen häufig auch Schwierigkeiten beim Wortschatzerwerb zeigen. Zwar wird der positive Effekt ikonischer Gesten auf das Wortlernen zunehmend evident. Allerdings lassen sich die bisherigen Forschungsergebnisse nur eingeschränkt generalisieren und auf Kinder mit USES übertragen. Im Rahmen dieser Dissertation wurde deshalb eine Trainingsstudie mit Vorschulkindern mit und ohne USES durchgeführt. In dieser wurde untersucht, ob die Kinder vom Angebot sprachbegleitender ikonischer Gesten für das Lernen neuer Wörter profitieren. Als Kontrollbedingung wurde eine Geste gewählt, die keine Bedeutungsinformationen enthält, sondern die Aufmerksamkeit auf die neuen Wörter lenkt. Das Wortlernen wurde als Prozess über einen Zeitraum und mittels unterschiedlicher Aufgaben erfasst. Die Ergebnisse zeigen einen Vorteil ikonischer Gesten gegenüber aufmerksamkeitslenkenden Gesten. Ikonische Gesten beeinflussten das Wortlernen bei Kindern mit USES und typisch entwickelten Kindern positiv. Sie unterstützten den Aufbau der Verbindung einer lexikalischen Form mit einer Bedeutung und deren längerfristige Speicherung. Mehr noch als typisch entwickelte Kinder machten Kinder mit USES von ikonischen Gesten Gebrauch, um die Wortbedeutungen zu durchdringen und Bedeutungswissen aufzubauen. Die im Rahmen dieser Dissertation gewonnen Ergebnisse ergänzen und erweitern das vorhandene Wissen darüber, wie sprachbegleitende ikonische Gesten das Wortlernen von Kindern mit und ohne USES beeinflussen und begünstigen. Sie zeigen, dass ikonische Gesten mehr als andere Gestenarten das Potenzial haben, das Wortlernen zu unterstützen. Und sie machen deutlich, dass insbesondere sprachauffällige Kinder von den zusätzlichen visuellen Informationen profitieren, die die Gesten ihnen bieten. Daher sollten Gesten generell, und ganz besonders ikonische, in der Sprachtherapie und der Sprachförderung eingesetzt werden.

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