Moving German: Imagining ? Acting ? Understanding is an interventional study on associative ability. It tries to determine whether a drama-based approach to teaching verbs of motion leads to a more sustained word comprehension than more classical approaches, which teach the meaning of these verbs through reading and speaking in the context of a given text.Eleven verbs of motion from the German core vocabulary were tested on a group of pupils comprised exclusively of 3rd grade elementary school children who are speaking German as a second language. Two approaches to teaching and learning the semantic field of walking and moving are contrasted. One method is drama in education: Pupils are asked to exercise the eleven words by imagining, acting and moving in interaction with each other. They become actors and actresses and display the meaning of words, which is supposed to lead to an intense study of the verbs. The other method is a playful, interactive approach to teaching with reading and writing tasks. Pupils who are taught this way have to determine the meaning of the verbs by doing reading and speaking activities. A concluding test measures, demonstrates, and statistically evaluates the effectiveness of the teaching and learning methods and proves performance gains due to the educational intervention. A further analysis on specific words illuminates problems for second language learners with utilizing German verbs of motion. Finally, differences between the performance of pupils with Bosnian, Croatian, and Serbian mother language compared to native speakers of Turkish are highlighted.Results of this study should lead to an improved didactic approach to teaching verbs of motion that can facilitate a more level playing field for native speakers and second language speakers.