This chapter investigates to what extent the process of second language acquisition is influenced by amount and type of input. After a brief description of the place of English in the lives of secondary school students in the Netherlands, the article reports on a semi-longitudinal study comparing students whose out-of-school contact with English is quite limited and a group of students who have regular access to English popular media. Both groups were tested in a high-input condition (bilingual education) and in a low-input condition (monolingual education). The findings show a complex relation between the role of out-of-school and in-school input and developing proficiency that can only be discovered through a semi-longitudinal approach.
2019. The Impact of Instruction and Out‐of‐School Exposure to Foreign Language Input on Learners’ Vocabulary Knowledge in Two Languages. Language Learning 69:3 ► pp. 747 ff.
Schmitt, Norbert & Diane Schmitt
2020. Vocabulary in Language Teaching,
Schurz, Alexandra, Marion Coumel & Julia Hüttner
2022. Accuracy and Fluency Teaching and the Role of Extramural English: A Tale of Three Countries. Languages 7:1 ► pp. 35 ff.
Schurz, Alexandra & Pia Sundqvist
2022. Connecting Extramural English with ELT: Teacher Reports from Austria, Finland, France, and Sweden. Applied Linguistics 43:5 ► pp. 934 ff.
This list is based on CrossRef data as of 8 may 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.