Article published in:
Approaches to learning, testing, and researching L2 vocabularyEdited by Stuart Webb
[ITL - International Journal of Applied Linguistics 169:1] 2018
► pp. 142–168
The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge
Elke Peters | KU Leuven
The aim of this study is to investigate (1) how often Flemish English-as-a-foreign language learners are exposed to English language media outside of the classroom, (2) whether current out-of-class exposure to English language media is related to learners’ vocabulary knowledge, and (3) whether length of instruction (three or six years), gender, and out-of-class exposure to English language media affect Flemish learners’ vocabulary. Data were collected with 79 English-as-a-foreign language learners. They were administered a frequency-based vocabulary test and a questionnaire. The findings of this study show that Flemish English-as-a-foreign language learners are frequently exposed to English language media. The results also indicate a positive relationship between learners’ vocabulary knowledge and exposure to non-subtitled TV programs and movies, the Internet, and written print (books, magazines). Finally, both length of instruction and current out-of-class exposure to English language media had an effect on learners’ vocabulary knowledge, but out-of-class exposure had a larger effect than length of instruction.
Keywords: out-of-class exposure, vocabulary, English, viewing
Article outline
- 1.Introduction
- 2.Background
- 2.1Reading
- 2.2TV viewing
- 2.3Playing computer games, the Internet, and social media
- 3.Aim
- 4.Method
- 4.1Participants
- 4.2Test instruments
- 4.2.1Vocabulary test
- 4.2.2Questionnaire
- 4.3Data analysis
- 5.Results
- 5.1Vocabulary test
- 5.2Research question 1
- 5.3Research question 2
- 5.4Research question 3
- 6.Discussion
- 6.1Learners’ exposure to English language input outside of the classroom
- 6.2The relationship between out-of-class exposure and learners’ vocabulary knowledge
- 6.3Factors affecting learners’ vocabulary knowledge
- 6.4Limitations and suggestions for future research
- 7.Conclusion
- Acknowledgements
- Notes
-
References
Published online: 16 April 2018
https://doi.org/10.1075/itl.00010.pet
https://doi.org/10.1075/itl.00010.pet
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