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Abstract
Abstract In light of findings from research on informal foreign/second language (L2) learning, with a focus on English as a target language and using the concept of extramural English (EE), this position paper argues that learners’ engagement in EE (through activities such as watching television or films or playing digital games) constitutes an important individual difference (ID) variable that needs to be included in studies that aim to measure L2 English proficiency or development. In addition, it is suggested that if EE as an ID variable is left out in such studies in the future, the rationale for exclusion should be clearly stated. This position paper also discusses research instruments and methods used in this area of research, the benefits and drawbacks of different methods, and identifies research gaps and under-researched learner groups. Further, it is argued that in some contexts, EE has replaced classroom activities as the starting point for and foundation of learning English.
Highlights
IntroductionBaserat på resultat från forskning om informellt lärande av främmande-/andraspråk och med fokus på engelska som målspråk samt med användning av begreppet extramural engelska (EE), argumenterar detta ‘position paper’ foratt elevers engagemang i extramural English (EE) (exempelvis genom aktiviteter såsom att se på tv eller film, eller att spela dataspel) utgoren viktig individuell skillnad (en individual difference (ID)-variabel), som borinkluderas i studier som syftar till att mäta språkfärdighet eller utveckling i L2 engelska
Baserat på resultat från forskning om informellt lärande av främmande-/andraspråk och med fokus på engelska som målspråk samt med användning av begreppet extramural engelska (EE), argumenterar detta ‘position paper’ foratt elevers engagemang i extramural English (EE) utgoren viktig individuell skillnad, som borinkluderas i studier som syftar till att mäta språkfärdighet eller utveckling i L2 engelska
I argue that learners’ involvement in informal learning of L2 English constitutes an individual difference (ID) variable that needs to be considered in L2 acquisition research because it influences the learning of the target language, as shown in several studies over the past 15 years
Summary
Baserat på resultat från forskning om informellt lärande av främmande-/andraspråk och med fokus på engelska som målspråk samt med användning av begreppet extramural engelska (EE), argumenterar detta ‘position paper’ foratt elevers engagemang i EE (exempelvis genom aktiviteter såsom att se på tv eller film, eller att spela dataspel) utgoren viktig individuell skillnad (en ID-variabel), som borinkluderas i studier som syftar till att mäta språkfärdighet eller utveckling i L2 engelska. He pointed to the necessity of accounting for the effect that learning can have on IDs, as well as what effect IDs can have on L2 learning, if any In this position paper, I argue that learners’ involvement in informal learning of L2 English constitutes an ID variable that needs to be considered in L2 acquisition research because it influences the learning of the target language, as shown in several studies over the past 15 years (see, e.g., Arndt & Woore, 2018; De Wilde et al, 2020b; De Wilde & Eyckmans, 2017; Hannibal Jensen, 2017; Lee & Drajati, 2020; Lindgren & Muñoz, 2013; Peters, 2018; Puimège & Peters, 2019; Schwarz, 2020; Sundqvist, 2009, 2019; Sundqvist & Wikstrom , 2015; and Sylvén & Sundqvist, 2012). Engagement in EE activities has been shown to have positive effects on cognitive and affective domains, including increased confidence (Lai et al, 2015) and enhanced willingness to communicate (Lee & Drajati, 2020) This suggests that EE can benefit learners in ways that extend beyond the actual acquisition of English language skills. Quite recently, there has been a structural change, which will be discussed that puts new demands on EE research, as this change is bound to influence the methodology employed in future EE research
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