3 Does informal mean implicit?
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Meryl Kusyk
Abstract
A growing body of research on informal second language learning (ISLL) has shown that non-native speakers in various corners of the world can learn foreign languages via participation in online leisure activities such as television and video watching, playing video games or interacting on social media (Sockett 2014; Kusyk 2017a; Cole and Vanderplank 2016; Sundqvist 2009; Sundqvist and Sylvén 2016). During these usage events attention is primarily focused on meaning (rather than form) and often there is no intention to learn formal aspects of the language. At the same time, non-native speakers may be aware of the positive impact that informal activities can have on their L2 and may express a desire for their skills to improve as a “by-product” of participation (Kusyk 2017a). The question of which type(s) of learning would best characterize the cognitive processes at play in an ISLL context has not yet been thoroughly explored. The lack of intention to learn and the focus on meaning would seem to suggest that implicit processes may be at play, though the awareness of linguistic progress and a (peripheral) desire to improve would indicate that explicit aspects also play a role. Drawing on current literature in the field, this chapter examines different varieties of informal learning and situates them within the implicit-explicit & incidental-intentional learning discussion.
Abstract
A growing body of research on informal second language learning (ISLL) has shown that non-native speakers in various corners of the world can learn foreign languages via participation in online leisure activities such as television and video watching, playing video games or interacting on social media (Sockett 2014; Kusyk 2017a; Cole and Vanderplank 2016; Sundqvist 2009; Sundqvist and Sylvén 2016). During these usage events attention is primarily focused on meaning (rather than form) and often there is no intention to learn formal aspects of the language. At the same time, non-native speakers may be aware of the positive impact that informal activities can have on their L2 and may express a desire for their skills to improve as a “by-product” of participation (Kusyk 2017a). The question of which type(s) of learning would best characterize the cognitive processes at play in an ISLL context has not yet been thoroughly explored. The lack of intention to learn and the focus on meaning would seem to suggest that implicit processes may be at play, though the awareness of linguistic progress and a (peripheral) desire to improve would indicate that explicit aspects also play a role. Drawing on current literature in the field, this chapter examines different varieties of informal learning and situates them within the implicit-explicit & incidental-intentional learning discussion.
Kapitel in diesem Buch
- Frontmatter I
- Contents V
- Author biographies VII
- 1 Introduction to Language Learning and Leisure 1
-
Section 1: The nature of informal second language learning
- 2 Toward an anthropology of Informal Digital Learning of English (IDLE) 21
- 3 Does informal mean implicit? 43
- 4 Smart devices and informal language learning 69
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Section 2: Language outcomes
- 5 Informal second language learning and EFL learners’ spoken use of discourse markers 91
- 6 Influence of television series on pronunciation 121
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Section 3: Learner activities
- 7 Mapping space, leisure and informal language learning in the lives of international students in Australia 143
- 8 Learner perspectives on informal L2 vocabulary learning 159
- 9 Mediation in informal language learning activities outside of the classroom 185
- 10 Linguistic risk-taking and informal language learning in Canada and Austria 207
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Section 4: Psychological dimensions
- 11 Why does IDLE make EFL learners gritty? 241
- 12 Preservice English language teachers and informal digital learning of English (IDLE) in Kazakhstan 269
- 13 Learner profiles and ISLL trajectories 291
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Section 5: Engagement
- 14 Behaviour, thoughts, and feelings 327
- 15 Learner engagement and learner change under lockdown 359
- 16 Engaging with L2 Netflix 379
- 17 Conclusion 409
- Index 425
Kapitel in diesem Buch
- Frontmatter I
- Contents V
- Author biographies VII
- 1 Introduction to Language Learning and Leisure 1
-
Section 1: The nature of informal second language learning
- 2 Toward an anthropology of Informal Digital Learning of English (IDLE) 21
- 3 Does informal mean implicit? 43
- 4 Smart devices and informal language learning 69
-
Section 2: Language outcomes
- 5 Informal second language learning and EFL learners’ spoken use of discourse markers 91
- 6 Influence of television series on pronunciation 121
-
Section 3: Learner activities
- 7 Mapping space, leisure and informal language learning in the lives of international students in Australia 143
- 8 Learner perspectives on informal L2 vocabulary learning 159
- 9 Mediation in informal language learning activities outside of the classroom 185
- 10 Linguistic risk-taking and informal language learning in Canada and Austria 207
-
Section 4: Psychological dimensions
- 11 Why does IDLE make EFL learners gritty? 241
- 12 Preservice English language teachers and informal digital learning of English (IDLE) in Kazakhstan 269
- 13 Learner profiles and ISLL trajectories 291
-
Section 5: Engagement
- 14 Behaviour, thoughts, and feelings 327
- 15 Learner engagement and learner change under lockdown 359
- 16 Engaging with L2 Netflix 379
- 17 Conclusion 409
- Index 425
