English is a widely spoken language around the world and is taught in German schools. Even though acquiring English proficiency is vital in today’s globalized society, students with learning disabilities (LDs) or other severe academic difficulties in Germany are often considered incapable of learning English as a second language (L2) beyond a very rudimentary level. In this study, we examined the effects of an English-language storytelling program on the vocabulary of German secondary school students with and without LDs ( N = 45) for four weeks using a pretest–posttest control group design with follow-up measurements. Results showed significant gains for participants in the treatment group compared to the control group. Moreover, the participants in the English-language storytelling program developed more positive attitudes towards the English language overall.

中文翻译：

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有或没有学习障碍的青少年通过讲故事获得英语 L2 词汇


英语是世界各地广泛使用的语言，在德国学校教授。尽管在当今的全球化社会中，掌握英语能力至关重要，但在德国，有学习障碍 (LD) 或其他严重学业困难的学生通常被认为无法将英语作为第二语言 (L2) 学习到非常基础的水平。在这项研究中，我们使用前测后测对照组设计和后续测量，研究了英语讲故事计划对有或没有 LD 的德国中学生 (N = 45) 词汇量的影响，为期四个星期。结果显示，与对照组相比，治疗组参与者有显着的进步。此外，英语讲故事项目的参与者总体上对英语形成了更积极的态度。