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FORMAL VERSUS INFORMAL L2 LEARNING: HOW DO INDIVIDUAL DIFFERENCES AND WORD-RELATED VARIABLES INFLUENCE FRENCH AND ENGLISH L2 VOCABULARY LEARNING IN DUTCH-SPEAKING CHILDREN?
Studies in Second Language Acquisition ( IF 4.730 ) Pub Date : 2021-04-08 , DOI: 10.1017/s0272263121000097
Vanessa De Wilde 1 , Marc Brysbaert 2 , June Eyckmans 2
Affiliation  

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.



中文翻译:

正式与非正式 L2 学习:个体差异和与单词相关的变量如何影响讲荷兰语的儿童的法语和英语 L2 词汇学习?

可以在课堂内外学习第二语言。在这项研究中,我们调查了 110 名讲荷兰语的儿童(10-12 岁)的英语和法语词汇知识,他们接受了 100 小时的法语教学,而他们与英语的接触仅来自校外接触。我们检查了个体差异(校外接触和性别)和单词相关变量(同源性、频率和语言)的作用。孩子们完成了英语和法语的接受性词汇测试并填写了一份问卷。结果表明,孩子们的英语词汇知识比法语多,这说明了语境语言学习的力量。单词学习受曝光量、单词频率和同源性的影响。此外,对于我们测试的参与者来说,英语单词比法语单词更容易学习。我们的结果表明需要校外接触以补充课堂语言学习。

更新日期:2021-04-08
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