The Role of Informal Learning Activities in Improving L2 Lexical Access and Acquisition in L1 Arabic Speakers Learning EFL

Autor/inn/en	Masrai, Ahmed; Milton, James
Titel	The Role of Informal Learning Activities in Improving L2 Lexical Access and Acquisition in L1 Arabic Speakers Learning EFL
Quelle	In: Language Learning Journal, 46 (2018) 5, S.594-604 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2018.1520655
Schlagwörter	Case Studies; Second Language Learning; Second Language Instruction; Learning Strategies; Intervention; Films; Vocabulary Development; Reading Processes; English (Second Language); Linguistic Input; News Reporting; Native Speakers; Semitic Languages; Reading Rate; Role; Informal Education; Foreign Countries; Saudi Arabia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Fremdsprachenunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Film; Wortschatzarbeit; Leseprozess; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachbildung; News report; Reportage; Muttersprachler; Arabisch; Hebräisch; Reading readiness; Reading speed; Lesegeschwindigkeit; Rollen; Informelle Bildung; Nichtformale Bildung; Ausland; Saudi-Arabien
Abstract	Case studies in lexical uptake suggest that some well reported language learning strategies, such as extensive reading and listening to songs, can be quantified accurately in terms of time spent on task and the nature of the vocabulary input they provide. These studies also show that these strategies can link very convincingly to growth in vocabulary size. This study adopts this approach in a case study which investigates the impact of extensive reading on the speed of lexical access and uptake from written sources. The study is conducted with a native speaker of Arabic learning English and previous studies have suggested that learners from this background are slow in adopting efficient reading processes for use in English, and that this may result from limited time spent in reading in any language. The participant in this study spent nearly 50 hours watching English language films and news reports with subtitles. Measures of vocabulary uptake suggest he added nearly 900 words to the orthographic side of his lexicon from this source through the intervention, and his reading speed increased by over 30%. It is suggested, therefore, that an extensive reading strategy can make quantifiable differences to a learner's vocabulary uptake and reading speed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01