The impact of out-of-school L2 input and interaction on adolescent classroom immersion and community-L2 learners’ L2 vocabulary
Opportunities for Interaction Are Key
Dados Bibliográficos
| ID | 7155484 |
|---|---|
| Autores | Brian V Rusk (0000-0002-0688-3399, Faculty of Education , 59193 University of Macau , Taipa , Macau, autor correspondente), Jim Paradis (0000-0002-4825-3301, University of Alberta), Johanne Paradis (Department of Linguistics , 3158 University of Alberta , Edmonton , Canada) |
| Ano | 2025 |
| Volume | 63 |
| Fascículo | 4 |
| Páginas | 2513-2541 |
| Data de publicação | 2025-11-25 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | IRAL - International Review of Applied Linguistics in Language Teaching (JOURNAL) |
| Identificadores do periódico | ISSN: 0019-042X • E-ISSN: 1613-4141 |
| Editora | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/iral-2023-0167 |
| OpenAlex | W4396225360 |
| Idioma | EN |
| Referências citadas | 65 |
Comparing young second-language (L2) learners in different learning contexts is a valuable, but under-researched, design for determining how L2 experiences impact L2 development. This study addressed this gap by comparing the out-of-school L2 experiences of adolescents ( N = 64) learning L2-English as either a community majority language or as a foreign language in an immersion classroom, and examining how differences in L2 experience impacted English receptive vocabulary ability. Participant questionnaires yielded information on sources of L2 input and L2 interaction out-of-school. Results showed the groups were comparable for L2 input, but immersion learners experienced less interactional L2 use and also had significantly smaller L2 vocabularies. Out-of-school L2 experience explained more variance in receptive vocabulary for community-L2 participants, with more significant predictor variables than immersion-L2 participants. L2 interaction variables explained more variance than L2 input variables for both groups, indicating that, overall, interaction is a key source of L2 receptive vocabulary development
Foreign language · Immersion (mathematics) · Key (lock) · Linguistics · Mathematics education · Second language · Vocabulary · Computer Science · EFL/ESL Teaching and Learning · Mathematics · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
Immersion Education
Bootstrap Methods and their Application
Regression Modeling Strategies
Learning English through out-of-school exposure. Which levels of language proficiency are attained and which types of input are important?
Incidental foreign language acquisition from media exposure
Bilingual children's long‐term outcomes in English as a second language
Peabody Picture Vocabulary Test--Fourth Edition
Input, Interaction, and Second‐language Acquisition
Lexical acquisition over time in minority first language children learning English as a second language
Contrasting Effects of Starting Age and Input on the Oral Performance of Foreign Language Learners
The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge
Oral Language Profiles of English Second Language Learners in Adolescence
Individual differences in child English second language acquisition
Amount trumps timing in bilingual vocabulary acquisition
Using the peabody picture vocabulary test in L2 children and adolescents
Linguistic and metalinguistic outcomes of intense immersion education
The quality of child-directed speech depends on the speaker's language proficiency
Sources of individual differences in the dual language development of heritage bilinguals
Predicting ethnic minority children's vocabulary from socioeconomic status, maternal language and home reading input
Cross-language distance influences receptive vocabulary outcomes of bilingual children
A critical review of age-related research on L2 ultimate attainment
The influence of exposure, parents, and linguistic distance on young European learners' foreign language comprehension
ELL preschoolers’ English vocabulary acquisition from storybook reading
The Effects of Text Messaging and Instant Messaging on Literacy
Explaining English Language Proficiency Among Adolescent Immigrant Students
I Text English to Everyone
The Impact of Instruction and Out-of-School Exposure to Foreign Language Input on Learners' Vocabulary Knowledge in Two Languages
Affective Factors and Language Exposure in Second Language Learning1
To read or not to read
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |