Learners' English Vocabulary Knowledge Prior to Formal Instruction: The Role of Learner-Related and Word-Related Variables

Autor/inn/en	Puimège, Eva; Peters, Elke
Titel	Learners' English Vocabulary Knowledge Prior to Formal Instruction: The Role of Learner-Related and Word-Related Variables
Quelle	In: Language Learning, 69 (2019) 4, S.943-977 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Puimège, Eva) ORCID (Peters, Elke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12364
Schlagwörter	Vocabulary Development; Incidental Learning; Second Language Learning; Prior Learning; Second Language Instruction; Case Studies; Word Recognition; Recall (Psychology); Correlation; English (Second Language); Age Groups; Language Tests; Indo European Languages; Predictor Variables; Foreign Countries; Role; Elementary School Students; Belgium + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Inzidentelles Lernen; Zweitsprachenerwerb; Vorkenntnisse; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Worterkennung; Abberufung; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Age grop; Altersgruppe; Language test; Sprachtest; Indoeuropäisch; Prädiktor; Ausland; Rollen; Belgien
Abstract	This study focused on the mechanisms underlying incidental second language (L2) vocabulary acquisition prior to formal instruction. We designed a cross-sectional study to examine which learner-related and word-related variables affect young learners' vocabulary knowledge at the level of meaning recognition and meaning recall. We collected data from 616 Flemish children between 10 and 12 years old by using a questionnaire about learners' extramural English, an English vocabulary test, and a Dutch vocabulary test. The findings revealed that participating learners frequently engaged in activities involving English before receiving formal instruction and that their amount of extramural English increased with age. The results also showed the rate of vocabulary growth from exposure to extramural English for three contiguous age groups. Further, both word-related and learner-related variables predicted vocabulary knowledge. Cognateness was the most powerful predictor, followed by frequency and concreteness. We also found a positive relationship between extramural English and vocabulary knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01