Providing first language (L1) translations in L2 vocabulary interventions may be beneficial for L2 vocabulary learning. However, in linguistically diverse L2 classrooms, teachers cannot provide L1 translations to all children. Social robots do offer such opportunities, as they can be programmed to speak any combination of languages. This study investigates whether providing L1 translations in a robot‐assisted L2 vocabulary training facilitates children's learning. Participants were Turkish‐Dutch kindergartners (n = 67) who were taught six Dutch (L2) words for which they knew the L1 (Turkish), but not the L2 Dutch form. Half of these words were taught by a Turkish‐Dutch bilingual robot, alongside their Turkish translations; the other half by a monolingual Dutch robot. Children also completed Dutch and Turkish receptive vocabulary tests. Results of generalized linear regression models indicated better performance in the Dutch‐only condition than in the Turkish‐Dutch condition. Children with well‐developed Turkish and Dutch vocabulary knowledge outperformed children with less well‐developed vocabulary knowledge. The majority of children preferred working with the bilingual robot, but children's preference did not affect word learning. Thus, contrary to our prediction, we found no evidence for a facilitating effect of providing L1 translations through a robot on bilingual children's L2 word learning.

中文翻译：

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用社交机器人教土耳其荷兰语的幼儿园荷兰语词汇：机器人使用土耳其语翻译对儿童的荷兰语词汇学习有好处吗？

在L2词汇干预中提供第一语言（L1）翻译对于L2词汇学习可能是有益的。但是，在语言多样的L2教室中，教师无法为所有孩子提供L1翻译。社交机器人确实提供了这样的机会，因为它们可以被编程为说任何语言的组合。这项研究调查了在机器人辅助的L2词汇培训中提供L1翻译是否有助于儿童的学习。参加者是土耳其荷兰幼儿园（n= 67），他们教了六个荷兰语（L2）单词，他们知道这两个单词的L1（土耳其语），但不知道L2荷兰语的形式。其中一半的单词是由土耳其荷兰语双语机器人讲授的，并附有土耳其语翻译。另一半则由会说荷兰语的机器人完成。孩子们还完成了荷兰语和土耳其语的接受词汇测试。广义线性回归模型的结果表明，在仅使用荷兰语的条件下，其性能要比在使用土耳其语-荷兰语的条件下好。土耳其语和荷兰语词汇知识发达的孩子优于那些词汇知识欠发达的孩子。大多数儿童更喜欢使用双语机器人，但是儿童的喜好并不会影响单词学习。因此，与我们的预测相反，