Learning English through Out-of-School Exposure: How Do Word-Related Variables and Proficiency Influence Receptive Vocabulary Learning?

Autor/inn/en	De Wilde, Vanessa; Brysbaert, Marc; Eyckmans, June
Titel	Learning English through Out-of-School Exposure: How Do Word-Related Variables and Proficiency Influence Receptive Vocabulary Learning?
Quelle	In: Language Learning, 70 (2020) 2, S.349-381 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (De Wilde, Vanessa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12380
Schlagwörter	Language Proficiency; Second Language Learning; Vocabulary Development; Receptive Language; Informal Education; Learning Processes; Indo European Languages; Age Differences; Predictor Variables; Native Language; Transfer of Training; Correlation; Word Frequency; Second Language Instruction; English (Second Language) + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Wortschatzarbeit; Rezeptive Kommunikationsfähigkeit; Informelle Bildung; Nichtformale Bildung; Learning process; Lernprozess; Indoeuropäisch; Age; Difference; Age difference; Altersunterschied; Prädiktor; Training; Transfer; Ausbildung; Korrelation; Word analysis; Frequency; Wortanalyse; Häufigkeit; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This study aimed to investigate which word-related variables play a role in Dutch-speaking children's L2 word learning through out-of-school exposure prior to classroom instruction in the foreign language. We used different measures to investigate the role of frequency, concreteness, cognateness, and age of acquisition (AoA) in receptive vocabulary learning. The results showed that cognateness and L1 AoA were important predictors of receptive word knowledge for all the participants. The findings confirmed that cognateness is important in vocabulary learning and that less proficient learners tend to guess the meaning of words based on their L1. The results also showed significant interactions between proficiency and cognateness, frequency, AoA, and concreteness, indicating that more proficient L2 learners are open to L2-related variables such as L2 word frequency. This indicates that word-related variables contribute in different ways according to learners' proficiency levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01