Formal versus Informal L2 Learning: How Do Individual Differences and Word-Related Variables Influence French and English L2 Vocabulary Learning in Dutch-Speaking Children?

Autor/inn/en	De Wilde, Vanessa; Brysbaert, Marc; Eyckmans, June
Titel	Formal versus Informal L2 Learning: How Do Individual Differences and Word-Related Variables Influence French and English L2 Vocabulary Learning in Dutch-Speaking Children?
Quelle	In: Studies in Second Language Acquisition, 44 (2022) 1, S.87-111 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (De Wilde, Vanessa) ORCID (Brysbaert, Marc)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263121000097
Schlagwörter	Informal Education; Second Language Learning; French; Vocabulary Development; English (Second Language); Indo European Languages; Second Language Instruction; Individual Differences; Word Frequency; Receptive Language; Language Tests; Learning Processes; Native Language; Comparative Analysis; Student Attitudes; Elementary School Students; Context Effect + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Zweitsprachenerwerb; Französisch; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Indoeuropäisch; Fremdsprachenunterricht; Individueller Unterschied; Word analysis; Frequency; Wortanalyse; Häufigkeit; Rezeptive Kommunikationsfähigkeit; Language test; Sprachtest; Learning process; Lernprozess; Schülerverhalten
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01