Advanced search
2 files | 1.86 MB Add to list

Learning English through out‐of‐school exposure : how do word‐related variables and proficiency influence receptive vocabulary learning?

Vanessa De Wilde (UGent) , Marc Brysbaert (UGent) and June Eyckmans (UGent)
(2020) LANGUAGE LEARNING. 70(2). p.349-381
Author
Organization
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. Open Practices This article has been awarded the Open Data badge. All data are publicly accessible through the Open Science Framework at and via the IRIS database at . Learn more about the Open Practices badges from the Center for Open Science: .
Keywords
Linguistics and Language, Education, Language and Linguistics, 2ND-LANGUAGE LEARNERS, ACQUISITION, AGE, FREQUENCY, CONCRETENESS, DUTCH, KNOWLEDGE, RATINGS, INDEXES, NORMS, incidental vocabulary learning, contextual word learning, cognates, lexical frequency, age of acquisition, concreteness

Downloads

  • Accepted manuscript.pdf
    • full text (Accepted manuscript)
    • |
    • open access
    • |
    • PDF
    • |
    • 904.53 KB
  • (...).pdf
    • full text (Published version)
    • |
    • UGent only
    • |
    • PDF
    • |
    • 953.29 KB

Citation

Please use this url to cite or link to this publication:

MLA
De Wilde, Vanessa, et al. “Learning English through Out‐of‐school Exposure : How Do Word‐related Variables and Proficiency Influence Receptive Vocabulary Learning?” LANGUAGE LEARNING, vol. 70, no. 2, 2020, pp. 349–81, doi:10.1111/lang.12380.
APA
De Wilde, V., Brysbaert, M., & Eyckmans, J. (2020). Learning English through out‐of‐school exposure : how do word‐related variables and proficiency influence receptive vocabulary learning? LANGUAGE LEARNING, 70(2), 349–381. https://doi.org/10.1111/lang.12380
Chicago author-date
De Wilde, Vanessa, Marc Brysbaert, and June Eyckmans. 2020. “Learning English through Out‐of‐school Exposure : How Do Word‐related Variables and Proficiency Influence Receptive Vocabulary Learning?” LANGUAGE LEARNING 70 (2): 349–81. https://doi.org/10.1111/lang.12380.
Chicago author-date (all authors)
De Wilde, Vanessa, Marc Brysbaert, and June Eyckmans. 2020. “Learning English through Out‐of‐school Exposure : How Do Word‐related Variables and Proficiency Influence Receptive Vocabulary Learning?” LANGUAGE LEARNING 70 (2): 349–381. doi:10.1111/lang.12380.
Vancouver
1.
De Wilde V, Brysbaert M, Eyckmans J. Learning English through out‐of‐school exposure : how do word‐related variables and proficiency influence receptive vocabulary learning? LANGUAGE LEARNING. 2020;70(2):349–81.
IEEE
[1]
V. De Wilde, M. Brysbaert, and J. Eyckmans, “Learning English through out‐of‐school exposure : how do word‐related variables and proficiency influence receptive vocabulary learning?,” LANGUAGE LEARNING, vol. 70, no. 2, pp. 349–381, 2020.
@article{8634442,
  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. Open Practices This article has been awarded the Open Data badge. All data are publicly accessible through the Open Science Framework at and via the IRIS database at . Learn more about the Open Practices badges from the Center for Open Science: .}},
  author       = {{De Wilde, Vanessa and Brysbaert, Marc and Eyckmans, June}},
  issn         = {{0023-8333}},
  journal      = {{LANGUAGE LEARNING}},
  keywords     = {{Linguistics and Language,Education,Language and Linguistics,2ND-LANGUAGE LEARNERS,ACQUISITION,AGE,FREQUENCY,CONCRETENESS,DUTCH,KNOWLEDGE,RATINGS,INDEXES,NORMS,incidental vocabulary learning,contextual word learning,cognates,lexical frequency,age of acquisition,concreteness}},
  language     = {{eng}},
  number       = {{2}},
  pages        = {{349--381}},
  title        = {{Learning English through out‐of‐school exposure : how do word‐related variables and proficiency influence receptive vocabulary learning?}},
  url          = {{http://dx.doi.org/10.1111/lang.12380}},
  volume       = {{70}},
  year         = {{2020}},
}

Altmetric
View in Altmetric
Web of Science
Times cited: