The relationship between listening to sounds and expanding semantic knowledge = 環境音と意味知識の発達との関係：5歳児がインタラクションを通して学ぶもの

It is widely believed among researchers and the general public that a close relationship exists between listening to sounds and language acquisition. However, few studies have presented evidence of this relationship, and none have focused on the effects of collaboration with and among children, which might improve their language-learning abilities. This study tried to determine the extent to which nursery scAbstracthool children could expand their semantic knowledge in their firAbstractst language by collaborating in a small group after listening to sounds. Twenty-four nursery school children participated in this study. They were divided into eight groups and were asked to listen carefully to two sets of previously prepared sounds, each consisting of four distinct types of sounds. Both sets were developed to tell one story. After listening to all the sound sets, the children were asked to discuss and recall the order and content of each set. They were allowed to speak freely in a peer group and occasionally received positive feedback from the researcher. The results show that all the groups actively discussed and then clearly recalled the order and content of the story by working together. This finding implies that preschool children will likely also expand their semantic knowledge in a second language if input is properly delivered.