Extramural engagement with English and vocabulary learning outcomes


Private Pädagogische Hochschule Wien/Krems
Projektleitung gesamt
Ghamarian-Krenn, Katharina; Mag. Mag.phil. BA.
Projektleitung intern
Ghamarian-Krenn, Katharina; Mag. Dr. BA
Interne Projektmitarbeiter/innen
Externe Projektmitarbeiter/innen
Schwarz, Marlene; Mag. Dr.
Universität Wien, Institut für Anglistik und Amerikanistik
2021 – 2023
While vocabulary learning within language classrooms has been researched extensively in the past, extramural language contact is extending opportunities for lexical learning and use beyond the walls of the classroom. Realizing this potential, Sundqvist (2009, p. 24) has introduced the concept of extramural English (EE) to designate the type of “English that learners come in contact with or are involved in outside the walls of the classroom”, for instance, through series, games or social media.
While other European countries, particularly socalled subtitling countries such as Belgium, Sweden and the Netherlands, have established research traditions on informal (vocabulary) learning outside formal educational contexts by now (e.g. De Wilde, Brysbaert, & Eyckmans, 2019; Kup-pens, 2010; Olsson & Sylvén, 2015; Persson & Prins, 2012; Peters, 2018; Peters, Noreillie, Heylen, Bulté & Desmet, 2019; Puimège & Peters, 2019; Sundqvist & Sylvén, 2016; Sylvén & Sundqvist, 2017; Verspoor, De Bot, & Van Rein, 2011), other countries, such as Austria, are still in their infancy regarding research on extramural practices.
This article is based on two of the first studies aiming to relate vocabulary learning outcomes to engagement with extramural English in the Austrian context and thus presents a promising opportunity for comparison with previous research.
Beschreibung (engl.)