Introduction Research has confirmed a positive relationship between participation in online out-ofschool activities and language skills in L2 English, such as vocabulary knowledge, reading, listening and writing (e.g., Brevik, 2019; Härmälä et al., 2014; Peters, 2018; Sundqvist, 2019). In Europe,the most active daily Internet users are 16–19-year-olds with a high level of formal education. The rate is particularly high in the Nordic countries, where practically all teenagers have Internet access at home and at school (OECD, 2015). In the Nordic context, out-of-school exposure entails that adolescents may choose their online activities and digital communities freely. The most popular activities are similar across Europe: listening to music with English song lyrics, viewing films and multi-episodic series with or without textual aid, browsing the Internet for fun and reading for information, playing computer games, and social networking (Eurostat, 2015; Statista, 2016). However, the time spent on an activity may differ between age groups, as shown in Peters (2018). English being one of the most widespread languages on the Internet, it is not surprising that adolescents themselves believe that web-based activities help them acquire English vocabulary (e.g., Brevik, 2019; Voulgari & al., 2014). Some learners tend to find learning through exposure so effective that they may lose motivation towards the formal study of English (Sundqvist & Olin-Scheller, 2013). However, incidental word learning may also take place in school as a by-product of information search for digitized school projects (Cabot, 2018; Kumpulainen & Mikkola, 2016).

中文翻译：

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L2英语词汇的非正式习得

介绍 研究已证实参与在线校外活动与 L2 英语语言技能之间存在正相关关系，例如词汇知识、阅读、听力和写作（例如，Brevik，2019；Härmälä 等，2014；Peters，2018；松德奎斯特，2019 年）。在欧洲，最活跃的日常互联网用户是具有较高正规教育水平的 16-19 岁青少年。在北欧国家，这一比率尤其高，那里几乎所有青少年都可以在家中和学校上网（经合组织，2015 年）。在北欧背景下，校外接触意味着青少年可以自由选择他们的在线活动和数字社区。欧洲最流行的活动是相似的：听英文歌词的音乐，看电影和多集连续剧，有或没有文字辅助，浏览互联网以获得乐趣和阅读信息、玩电脑游戏和社交网络（欧盟统计局，2015 年；Statista，2016 年）。但是，如 Peters (2018) 所示，不同年龄组在一项活动上花费的时间可能有所不同。英语是互联网上使用最广泛的语言之一，青少年自己相信基于网络的活动有助于他们获得英语词汇也就不足为奇了（例如，Brevik，2019；Voulgari & al.，2014）。一些学习者倾向于发现通过接触学习非常有效，以至于他们可能会失去正式学习英语的动力（Sundqvist & Olin-Scheller，2013）。然而，作为数字化学校项目信息搜索的副产品，偶然的单词学习也可能在学校发生（Cabot，2018 年；Kumpulainen & Mikkola，2016 年）。