دورية أكاديمية
How Do Differences in Exposure Affect English Language Learning? A Comparison of Teenagers in Two Learning Environments
| العنوان: | How Do Differences in Exposure Affect English Language Learning? A Comparison of Teenagers in Two Learning Environments |
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| اللغة: | English |
| المؤلفون: | Muñoz, Carmen (ORCID |
| المصدر: | Studies in Second Language Learning and Teaching. 2021 11(2):185-212. |
| الإتاحة: | Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Educational Environment, Early Adolescents, Cultural Differences, Language Proficiency, Environmental Influences, Incidence, Leisure Time, Learning Activities, Grade 8 |
| مصطلحات جغرافية: | Denmark, Spain |
| تدمد: | 2083-5205 |
| مستخلص: | This study investigates whether potential differences in the weight of out-of-school and in-school learning environments affect the acquisition of L2 English by teenagers in two geographical contexts, more and less English-rich, and with less and more linguistic distance to English, respectively. Participants were two groups of 14-15-year-olds, from Denmark and Spain. Language measures included a listening comprehension test, a metalinguistic knowledge test, and a grammaticality judgment test. Data about out-of-classroom exposure was elicited via a questionnaire. The study showed that: (1) the Danish group attained a significantly higher level in all language tests except for the metalinguistic knowledge test; (2) the Danish group engaged longer in out-of-school activities although the preference for some activities over others was similar in the two groups; and (3) the types of associations between out-of-school activities and language measures were different between the two groups. These results suggest that the potential influence of out-of-school activities on different language aspects is related to the particular context in which the L2 is learned and to the language proficiency of the learner. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| رقم الأكسشن: | EJ1314600 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2083-5205 |
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