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.
2013. CLIL in junior vocational secondary education: challenges and opportunities for teaching and learning. International Journal of Bilingual Education and Bilingualism 16:3 ► pp. 285 ff.
Erk, Mirna
2021. Diversity in EELL: Matters of Context and Contact. In Facing Diversity in Child Foreign Language Education [Second Language Learning and Teaching, ], ► pp. 75 ff.
Gerritsen, Marinel
2024. English in Dutch‐speaking Europe: Features, competence, domains and status. World Englishes
Ghamarian-Krenn, Katharina & Marlene Schwarz
2023. Extramural engagement with English and vocabulary learning outcomes: A comparative account of research on Viennese teenagers and university students. In #YouthMediaLife & Friends, ► pp. 43 ff.
Li, Min & Yan Xiao
2024. Do Sitcom Conversations Fully Depict Those in Natural Settings: A Corpus-Based Lexical Analysis. Sage Open 14:2
Meyer, Jennifer, Johanna Fleckenstein, Maleika Krüger, Stefan Daniel Keller & Nicolas Hübner
2024. Read at home to do well at school: informal reading predicts achievement and motivation in English as a foreign language. Frontiers in Psychology 14
Mollin, Sandra
2019. English in Germany and the European Context. In English in the German-Speaking World, ► pp. 31 ff.
Montero Perez, Maribel
2022. Second or foreign language learning through watching audio-visual input and the role of on-screen text. Language Teaching 55:2 ► pp. 163 ff.
Niitemaa, Marja-Leena
2020. Informal acquisition of L2 English vocabulary. Nordic Journal of Digital Literacy 15:2 ► pp. 86 ff.
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.
Shafirova, Liudmila & Maria Helena Araújo e Sá
2023. Multilingual encounters in online video practices: the case of Portuguese university students. International Journal of Multilingualism► pp. 1 ff.
This list is based on CrossRef data as of 16 april 2024. 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.