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Young learners’ receptive L2 English vocabulary knowledge in relation to extramural English exposure at the onset of formal instruction in Norway

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Titel: Young learners’ receptive L2 English vocabulary knowledge in relation to extramural English exposure at the onset of formal instruction in Norway
Autoren: Gyllstad, Henrik, Sundqvist, Pia, Peters, Elke, Rindal, Ulrikke, Skar, Gustaf B., Ulfat, Nasrin
Weitere Verfasser: Lund University, Joint Faculties of Humanities and Theology, Research platforms, HT, LAMiNATE (Language Acquisition, Multilingualism, and Teaching), Lunds universitet, Humanistiska och teologiska fakulteterna, Forskningsplattformar, HT, LAMiNATE (Language Acquisition, Multilingualism, and Teaching), Originator
Quelle: IRAL - International Review of Applied Linguistics in Language Teaching.
Schlagwörter: Humanities and the Arts, Languages and Literature, Studies of Specific Languages, Humaniora och konst, Språk och litteratur, Studier av enskilda språk, Comparative Language Studies and Linguistics, Jämförande språkvetenskap och allmän lingvistik, Social Sciences, Educational Sciences, Didactics (including General and Subject Didactics), Samhällsvetenskap, Utbildningsvetenskap, Didaktik (Här ingår: Allmän- och ämnesdidaktik)
Beschreibung: Some young foreign/second language (L2) learners of English hardly know a single English word when starting school instruction. Others know many thanks to extensive English use outside of school, extramural English (EE). By investigating young L2 learners’ vocabulary knowledge at the onset of formal instruction, we can explore what roles EE may have for incidental learning prior to instruction. To date, research has shown that music, digital games, and TV are important EE sources and also indicated gender-related differences in EE use, but few studies have targeted very young learners. In this study, we collected data from 61 1st-grade learners (aged 5–6) in Norway. We used a shortened version of the Picture Vocabulary Size Test, a learner questionnaire, a parental questionnaire, a week-long language diary, and learner interviews (n = 8). The participants had an average receptive meaning recognition vocabulary of approximately 850 word families, but individual variation was considerable. Gender significantly predicted vocabulary size (boys > girls). Time spent watching TV and total EE time correlated most strongly with vocabulary scores. Whereas EE activities reported in the learner questionnaire were not correlated with vocabulary scores, EE activities in the Parental questionnaire were. Interview data revealed that learners viewed English as a lingua franca, but many showed limited grasp of English as a language and concept.
Zugangs-URL: https://doi.org/10.1515/iral-2024-0289
Datenbank: SwePub
Beschreibung
Abstract:Some young foreign/second language (L2) learners of English hardly know a single English word when starting school instruction. Others know many thanks to extensive English use outside of school, extramural English (EE). By investigating young L2 learners’ vocabulary knowledge at the onset of formal instruction, we can explore what roles EE may have for incidental learning prior to instruction. To date, research has shown that music, digital games, and TV are important EE sources and also indicated gender-related differences in EE use, but few studies have targeted very young learners. In this study, we collected data from 61 1st-grade learners (aged 5–6) in Norway. We used a shortened version of the Picture Vocabulary Size Test, a learner questionnaire, a parental questionnaire, a week-long language diary, and learner interviews (n = 8). The participants had an average receptive meaning recognition vocabulary of approximately 850 word families, but individual variation was considerable. Gender significantly predicted vocabulary size (boys > girls). Time spent watching TV and total EE time correlated most strongly with vocabulary scores. Whereas EE activities reported in the learner questionnaire were not correlated with vocabulary scores, EE activities in the Parental questionnaire were. Interview data revealed that learners viewed English as a lingua franca, but many showed limited grasp of English as a language and concept.
ISSN:16134141
DOI:10.1515/iral-2024-0289