FORMAL VERSUS INFORMAL L2 LEARNING: HOW DO INDIVIDUAL DIFFERENCES AND WORD-RELATED VARIABLES INFLUENCE FRENCH AND ENGLISH L2 VOCABULARY LEARNING IN DUTCH-SPEAKING CHILDREN?. Issue 1 (8th March 2022)

• Record Type: Journal Article
• Authors: De Wilde, Vanessa; Brysbaert, Marc; Eyckmans, June
• Is Part Of: Studies in second language acquisition. Volume 44:Issue 1(2022)
• Page Start: 87
• Page End: 111
• Publication Date: 2022-03-08
• Subjects: Second language acquisition -- Periodicals; Language and languages -- Study and teaching -- Periodicals; 401.9
• DOI: 10.1017/S0272263121000097
• Languages: English
• ISSNs: 0272-2631

Abstract

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.