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FORMAL VERSUS INFORMAL L2 LEARNING

Studies in second language acquisition, 2022-03, Vol.44 (1), p.87-111 [Peer Reviewed Journal]

The Author(s), 2021. Published by Cambridge University Press ;ISSN: 0272-2631 ;EISSN: 1470-1545 ;DOI: 10.1017/S0272263121000097

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  • Title:
    FORMAL VERSUS INFORMAL L2 LEARNING
  • Author: De Wilde, Vanessa ; Brysbaert, Marc ; Eyckmans, June
  • Subjects: Research Article
  • Is Part Of: Studies in second language acquisition, 2022-03, Vol.44 (1), p.87-111
  • Description: A second language can be learned inside and outside the classroom. In this study we investigated the English and French vocabulary knowledge of 110 Dutch-speaking children (age 10–12), who received 100 hours of instruction in French, whereas their contact with English came from out-of-school exposure only. We examined the role of individual differences (out-of-school exposure and gender) and word-related variables (cognateness, frequency, and language). The children completed a receptive vocabulary test in English and French and filled in a questionnaire. The results showed that the children had a larger vocabulary knowledge in English than in French, illustrating the power of contextual language learning. Word learning was influenced by the amount of exposure, word frequency, and cognateness. Additionally, English words were easier to learn than French words for the participants we tested. Our results point to the need for out-of-school exposure to supplement language learning in the classroom.
  • Publisher: New York, USA: Cambridge University Press
  • Language: English
  • Identifier: ISSN: 0272-2631
    EISSN: 1470-1545
    DOI: 10.1017/S0272263121000097
  • Source: ProQuest One Psychology
    ProQuest Central
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