Young learners’ receptive L2 English vocabulary knowledge in relation to extramural English exposure at the onset of formal instruction in Norway
(2025) In IRAL - International Review of Applied Linguistics in Language Teaching- Abstract
- Some young foreign/second language (L2) learners of English hardly know a single English word when starting school instruction. Others know many thanks to extensive English use outside of school, extramural English (EE). By investigating young L2 learners’ vocabulary knowledge at the onset of formal instruction, we can explore what roles EE may have for incidental learning prior to instruction. To date, research has shown that music, digital games, and TV are important EE sources and also indicated gender-related differences in EE use, but few studies have targeted very young learners. In this study, we collected data from 61 1st-grade learners (aged 5–6) in Norway. We used a shortened version of the Picture Vocabulary Size Test, a learner... (More)
- Some young foreign/second language (L2) learners of English hardly know a single English word when starting school instruction. Others know many thanks to extensive English use outside of school, extramural English (EE). By investigating young L2 learners’ vocabulary knowledge at the onset of formal instruction, we can explore what roles EE may have for incidental learning prior to instruction. To date, research has shown that music, digital games, and TV are important EE sources and also indicated gender-related differences in EE use, but few studies have targeted very young learners. In this study, we collected data from 61 1st-grade learners (aged 5–6) in Norway. We used a shortened version of the Picture Vocabulary Size Test, a learner questionnaire, a parental questionnaire, a week-long language diary, and learner interviews (n = 8). The participants had an average receptive meaning recognition vocabulary of approximately 850 word families, but individual variation was considerable. Gender significantly predicted vocabulary size (boys > girls). Time spent watching TV and total EE time correlated most strongly with vocabulary scores. Whereas EE activities reported in the learner questionnaire were not correlated with vocabulary scores, EE activities in the Parental questionnaire were. Interview data revealed that learners viewed English as a lingua franca, but many showed limited grasp of English as a language and concept. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/3d12d168-7367-484c-910e-f2b198c83edf
- author
- Gyllstad, Henrik LU ; Sundqvist, Pia ; Peters, Elke ; Rindal, Ulrikke ; Skar, Gustaf B. and Ulfat, Nasrin
- organization
- publishing date
- 2025-08-01
- type
- Contribution to journal
- publication status
- epub
- subject
- keywords
- extramural English, gaming, informal language learning, L2 vocabulary learning, young learners, Picture Vocabulary Size Test
- in
- IRAL - International Review of Applied Linguistics in Language Teaching
- pages
- 39 pages
- publisher
- De Gruyter
- ISSN
- 1613-4141
- DOI
- 10.1515/iral-2024-0289
- project
- STAGE - STarting AGe and Extramural English: Learning English in and outside of school in Norway and Flanders
- language
- English
- LU publication?
- yes
- id
- 3d12d168-7367-484c-910e-f2b198c83edf
- date added to LUP
- 2025-09-08 10:39:57
- date last changed
- 2025-09-19 14:19:51
@article{3d12d168-7367-484c-910e-f2b198c83edf,
abstract = {{Some young foreign/second language (L2) learners of English hardly know a single English word when starting school instruction. Others know many thanks to extensive English use outside of school, extramural English (EE). By investigating young L2 learners’ vocabulary knowledge at the onset of formal instruction, we can explore what roles EE may have for incidental learning prior to instruction. To date, research has shown that music, digital games, and TV are important EE sources and also indicated gender-related differences in EE use, but few studies have targeted very young learners. In this study, we collected data from 61 1st-grade learners (aged 5–6) in Norway. We used a shortened version of the Picture Vocabulary Size Test, a learner questionnaire, a parental questionnaire, a week-long language diary, and learner interviews (n = 8). The participants had an average receptive meaning recognition vocabulary of approximately 850 word families, but individual variation was considerable. Gender significantly predicted vocabulary size (boys > girls). Time spent watching TV and total EE time correlated most strongly with vocabulary scores. Whereas EE activities reported in the learner questionnaire were not correlated with vocabulary scores, EE activities in the Parental questionnaire were. Interview data revealed that learners viewed English as a lingua franca, but many showed limited grasp of English as a language and concept.}},
author = {{Gyllstad, Henrik and Sundqvist, Pia and Peters, Elke and Rindal, Ulrikke and Skar, Gustaf B. and Ulfat, Nasrin}},
issn = {{1613-4141}},
keywords = {{extramural English; gaming; informal language learning; L2 vocabulary learning; young learners; Picture Vocabulary Size Test}},
language = {{eng}},
month = {{08}},
publisher = {{De Gruyter}},
series = {{IRAL - International Review of Applied Linguistics in Language Teaching}},
title = {{Young learners’ receptive L2 English vocabulary knowledge in relation to extramural English exposure at the onset of formal instruction in Norway}},
url = {{http://dx.doi.org/10.1515/iral-2024-0289}},
doi = {{10.1515/iral-2024-0289}},
year = {{2025}},
}