Extramural English: Difference between revisions
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In the field of [[second-language acquisition]], '''extramural English''' ('''EE''') is English that learners come in contact with or are involved in outside the walls of the classroom,<ref>{{Cite journal|last=Lee|first=Ju Seong|date=2019|title=Quantity and diversity of informal digital learning of English|url=https://scholarspace.manoa.hawaii.edu/bitstream/10125/44675/1/23_01_10125-44675.pdf|journal=Language Learning & Technology|volume=23|pages=114–126}}</ref> often through [[streaming media]] and [[online game]]s.<ref>{{Cite book|last=Olsson|first=Eva|title=On the impact of extramural English and CLIL on productive vocabulary|publisher=Acta Universitatis Gothoburgensis|year=2016|isbn=978-91-7346-865-7|location=Gothenburg|pages=50–54}}</ref><ref>{{Cite web|title=The science of language, community, and MMORPGs| date=13 October 2014 |url=https://www.engadget.com/2014-10-13-the-science-of-language-community-and-mmorpgs.html?guccounter=1}}</ref> It is an example of [[informal learning]] of English. EE includes using English-mediated media,<ref>{{Cite web|title=Using Western Media to Motivate Students to Learn English|url=https://www.destructoid.com/blogs/AndrewRoss/using-western-media-to-motivate-students-to-learn-english-330926.phtml}}</ref> listening to music, watching films or series, using social network sites, reading books and playing video games that require the use of English. EE includes both online and offline activities and is always initiated by the learner, not by the teacher.<ref name=":1">{{Cite book|last1=Sundqvist|first1=Pia|url=https://www.palgrave.com/gp/book/9781137460479|title=Extramural English in Teaching and Learning: From Theory and Research to Practice|last2=Sylvén|first2=Liss Kerstin|date=2016|publisher=Palgrave Macmillan UK|isbn=978-1-137-46047-9|series=New Language Learning and Teaching Environments|language=en}}</ref> EE activities can be carried out with or without deliberate intention to improve English language proficiency. Hence, EE encompasses both [[Incidental learning|incidental]] and intentional language learning. EE research that centers on online activities is often viewed as [[computer-assisted language learning]] (CALL) research. EE is linked to the theory of [[learner autonomy]]. |
In the field of [[second-language acquisition]], '''extramural English''' ('''EE''') is English that learners come in contact with or are involved in outside the walls of the classroom,<ref>{{Cite journal|last=Lee|first=Ju Seong|date=2019|title=Quantity and diversity of informal digital learning of English|url=https://scholarspace.manoa.hawaii.edu/bitstream/10125/44675/1/23_01_10125-44675.pdf|journal=Language Learning & Technology|volume=23|pages=114–126}}</ref> often through [[streaming media]] and [[online game]]s.<ref>{{Cite book|last=Olsson|first=Eva|title=On the impact of extramural English and CLIL on productive vocabulary|publisher=Acta Universitatis Gothoburgensis|year=2016|isbn=978-91-7346-865-7|location=Gothenburg|pages=50–54}}</ref><ref>{{Cite web|title=The science of language, community, and MMORPGs| date=13 October 2014 |url=https://www.engadget.com/2014-10-13-the-science-of-language-community-and-mmorpgs.html?guccounter=1}}</ref> It is an example of [[informal learning]] of English. EE includes using English-mediated media,<ref>{{Cite web|title=Using Western Media to Motivate Students to Learn English|url=https://www.destructoid.com/blogs/AndrewRoss/using-western-media-to-motivate-students-to-learn-english-330926.phtml}}</ref> listening to music, watching films or series, using social network sites, reading books and playing video games that require the use of English. EE includes both online and offline activities and is always initiated by the learner, not by the teacher.<ref name=":1">{{Cite book|last1=Sundqvist|first1=Pia|url=https://www.palgrave.com/gp/book/9781137460479|title=Extramural English in Teaching and Learning: From Theory and Research to Practice|last2=Sylvén|first2=Liss Kerstin|date=2016|publisher=Palgrave Macmillan UK|isbn=978-1-137-46047-9|series=New Language Learning and Teaching Environments|language=en}}</ref> EE activities can be carried out with or without deliberate intention to improve English language proficiency. Hence, EE encompasses both [[Incidental learning|incidental]] and intentional language learning. EE research that centers on online activities is often viewed as [[computer-assisted language learning]] (CALL) research. EE is linked to the theory of [[learner autonomy]]. |
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The term ''extramural English'' was first coined in 2009 by Pia Sundqvist.<ref name=":0">{{Cite journal |last=Sundqvist |first=Pia |date=2009 |title=Extramural English Matters : Out-of-School English and Its Impact on Swedish Ninth Graders' Oral Proficiency and Vocabulary |url=https://www.diva-portal.org/smash/get/diva2:275141/fulltext03.pdf |journal=Unpublished PhD thesis}}</ref>{{ |
The term ''extramural English'' was first coined in 2009 by Pia Sundqvist.<ref name=":0">{{Cite journal |last=Sundqvist |first=Pia |date=2009 |title=Extramural English Matters : Out-of-School English and Its Impact on Swedish Ninth Graders' Oral Proficiency and Vocabulary |url=https://www.diva-portal.org/smash/get/diva2:275141/fulltext03.pdf |journal=Unpublished PhD thesis}}</ref><ref>{{Citation |last=Sundqvist |first=Pia |title=A Possible Path to Progress: Out-of-school English Language Learners in Sweden |date=2011 |work=Beyond the Language Classroom |pages=106–118 |editor-last=Benson |editor-first=Phil |url=http://link.springer.com/10.1057/9780230306790_9 |access-date=2024-05-03 |place=London |publisher=Palgrave Macmillan UK |language=en |doi=10.1057/9780230306790_9 |isbn=978-1-349-32320-3 |editor2-last=Reinders |editor2-first=Hayo}}</ref>. It refers to 'English outside the walls' (from [[Latin]] ''extramural,'' where the [[prefix]], ''extra,'' means 'outside' and the [[Word stem|stem]], ''mural,'' means 'wall').<ref>{{Citation|title=extramural, adj.|url=https://www.oed.com/view/Entry/67115|work=OED Online|publisher=Oxford University Press|language=en-GB|access-date=2021-01-25}}</ref> |
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Research studies report several learning benefits of EE, such as promoting [[vocabulary acquisition]].,<ref>{{Cite journal|last=Jensen|first=Signe Hannibal|date=2016-07-20|title=Gaming as an English Language Learning Resource among Young Children in Denmark|url=https://www.equinoxpub.com/journals/index.php/CALICO/article/view/29519|journal=CALICO Journal|volume=34|issue=1|pages=1–19|doi=10.1558/cj.29519|issn=2056-9017}}</ref><ref>{{Cite journal|last1=Peters|first1=Elke|last2=Noreillie|first2=Ann-Sophie|last3=Heylen|first3=Kris|last4=Bulté|first4=Bram|last5=Desmet|first5=Piet|date=September 2019|title=The Impact of Instruction and Out-of-School Exposure to Foreign Language Input on Learners' Vocabulary Knowledge in Two Languages|url=https://onlinelibrary.wiley.com/doi/10.1111/lang.12351|journal=Language Learning|language=en|volume=69|issue=3|pages=747–782|doi=10.1111/lang.12351|s2cid=182047248 |issn=0023-8333}}</ref> fostering [[learner autonomy]],<ref>{{Cite journal|last=Chik|first=Alice|title=Digital gaming and language learning: Autonomy and community|url=https://scholarspace.manoa.hawaii.edu/bitstream/10125/44371/18_02_chik.pdf|journal=Language Learning & Technology|volume=18|pages=85–100}}</ref> increasing [[literacy]] development <ref>{{Cite journal|last1=Eisenchlas|first1=Susana A.|last2=Schalley|first2=Andrea C.|last3=Moyes|first3=Gordon|date=2016-03-03|title=Play to learn: self-directed home language literacy acquisition through online games|url=http://www.tandfonline.com/doi/full/10.1080/13670050.2015.1037715|journal=International Journal of Bilingual Education and Bilingualism|language=en|volume=19|issue=2|pages=136–152|doi=10.1080/13670050.2015.1037715|hdl=10072/154670 |s2cid=141852222 |issn=1367-0050|hdl-access=free}}</ref> and encouraging [[self-regulated learning]].<ref>{{Cite journal|last1=Kondo|first1=Mutsumi|last2=Ishikawa|first2=Yasushige|last3=Smith|first3=Craig|last4=Sakamoto|first4=Kishio|last5=Shimomura|first5=Hidenori|last6=Wada|first6=Norihisa|date=April 2012|title=Mobile Assisted Language Learning in university EFL courses in Japan: developing attitudes and skills for self-regulated learning|url=https://www.cambridge.org/core/journals/recall/article/abs/mobile-assisted-language-learning-in-university-efl-courses-in-japan-developing-attitudes-and-skills-for-selfregulated-learning/C511DFFF78A4FCC79E0C1F612BC02F55|journal=ReCALL|language=en|volume=24|issue=2|pages=169–187|doi=10.1017/S0958344012000055|s2cid=44865424 |issn=1474-0109}}</ref> To bridge learning English outside and inside the classroom some teachers use a 30-day challenge with a focus on EE activities.<ref>{{Cite web|title=30-day-challenge – extramural engelska i fokus|date=7 January 2015 |url=https://miasklassrum.wordpress.com/2015/01/07/30-day-challenge-extramural-engelska-i-fokus/}}</ref> This way of learning a language is not particular to English but can involve any target language. The overarching term referring to learning any target language is Extramural L<sub>n</sub> <ref name=":1" /><ref>{{Cite journal |last=Sundqvist |first=Pia |date=2019 |title=Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary |url=https://scholarspace.manoa.hawaii.edu/server/api/core/bitstreams/e6ec2b94-ee53-420a-aaa0-dee66f956a5c/content |journal=Language Learning & Technology |volume=23 |issue=1 |pages=87-113}}</ref><ref>Bengtsson, A. (2023). The effects of extramural language: Relationships between engagement in Japanese language activities and general Japanese language proficiency. Doctoral Thesis, Stockholm University. </ref> |
Research studies report several learning benefits of EE, such as promoting [[vocabulary acquisition]].,<ref>{{Cite journal|last=Jensen|first=Signe Hannibal|date=2016-07-20|title=Gaming as an English Language Learning Resource among Young Children in Denmark|url=https://www.equinoxpub.com/journals/index.php/CALICO/article/view/29519|journal=CALICO Journal|volume=34|issue=1|pages=1–19|doi=10.1558/cj.29519|issn=2056-9017}}</ref><ref>{{Cite journal|last1=Peters|first1=Elke|last2=Noreillie|first2=Ann-Sophie|last3=Heylen|first3=Kris|last4=Bulté|first4=Bram|last5=Desmet|first5=Piet|date=September 2019|title=The Impact of Instruction and Out-of-School Exposure to Foreign Language Input on Learners' Vocabulary Knowledge in Two Languages|url=https://onlinelibrary.wiley.com/doi/10.1111/lang.12351|journal=Language Learning|language=en|volume=69|issue=3|pages=747–782|doi=10.1111/lang.12351|s2cid=182047248 |issn=0023-8333}}</ref> fostering [[learner autonomy]],<ref>{{Cite journal|last=Chik|first=Alice|title=Digital gaming and language learning: Autonomy and community|url=https://scholarspace.manoa.hawaii.edu/bitstream/10125/44371/18_02_chik.pdf|journal=Language Learning & Technology|volume=18|pages=85–100}}</ref> increasing [[literacy]] development <ref>{{Cite journal|last1=Eisenchlas|first1=Susana A.|last2=Schalley|first2=Andrea C.|last3=Moyes|first3=Gordon|date=2016-03-03|title=Play to learn: self-directed home language literacy acquisition through online games|url=http://www.tandfonline.com/doi/full/10.1080/13670050.2015.1037715|journal=International Journal of Bilingual Education and Bilingualism|language=en|volume=19|issue=2|pages=136–152|doi=10.1080/13670050.2015.1037715|hdl=10072/154670 |s2cid=141852222 |issn=1367-0050|hdl-access=free}}</ref> and encouraging [[self-regulated learning]].<ref>{{Cite journal|last1=Kondo|first1=Mutsumi|last2=Ishikawa|first2=Yasushige|last3=Smith|first3=Craig|last4=Sakamoto|first4=Kishio|last5=Shimomura|first5=Hidenori|last6=Wada|first6=Norihisa|date=April 2012|title=Mobile Assisted Language Learning in university EFL courses in Japan: developing attitudes and skills for self-regulated learning|url=https://www.cambridge.org/core/journals/recall/article/abs/mobile-assisted-language-learning-in-university-efl-courses-in-japan-developing-attitudes-and-skills-for-selfregulated-learning/C511DFFF78A4FCC79E0C1F612BC02F55|journal=ReCALL|language=en|volume=24|issue=2|pages=169–187|doi=10.1017/S0958344012000055|s2cid=44865424 |issn=1474-0109}}</ref> To bridge learning English outside and inside the classroom some teachers use a 30-day challenge with a focus on EE activities.<ref>{{Cite web|title=30-day-challenge – extramural engelska i fokus|date=7 January 2015 |url=https://miasklassrum.wordpress.com/2015/01/07/30-day-challenge-extramural-engelska-i-fokus/}}</ref> This way of learning a language is not particular to English but can involve any target language. The overarching term referring to learning any target language is Extramural L<sub>n</sub> <ref name=":1" /><ref>{{Cite journal |last=Sundqvist |first=Pia |date=2019 |title=Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary |url=https://scholarspace.manoa.hawaii.edu/server/api/core/bitstreams/e6ec2b94-ee53-420a-aaa0-dee66f956a5c/content |journal=Language Learning & Technology |volume=23 |issue=1 |pages=87-113}}</ref><ref>Bengtsson, A. (2023). The effects of extramural language: Relationships between engagement in Japanese language activities and general Japanese language proficiency. Doctoral Thesis, Stockholm University. </ref> |
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Revision as of 10:53, 3 May 2024
In the field of second-language acquisition, extramural English (EE) is English that learners come in contact with or are involved in outside the walls of the classroom,[1] often through streaming media and online games.[2][3] It is an example of informal learning of English. EE includes using English-mediated media,[4] listening to music, watching films or series, using social network sites, reading books and playing video games that require the use of English. EE includes both online and offline activities and is always initiated by the learner, not by the teacher.[5] EE activities can be carried out with or without deliberate intention to improve English language proficiency. Hence, EE encompasses both incidental and intentional language learning. EE research that centers on online activities is often viewed as computer-assisted language learning (CALL) research. EE is linked to the theory of learner autonomy.
The term extramural English was first coined in 2009 by Pia Sundqvist.[6][7]. It refers to 'English outside the walls' (from Latin extramural, where the prefix, extra, means 'outside' and the stem, mural, means 'wall').[8]
Research studies report several learning benefits of EE, such as promoting vocabulary acquisition.,[9][10] fostering learner autonomy,[11] increasing literacy development [12] and encouraging self-regulated learning.[13] To bridge learning English outside and inside the classroom some teachers use a 30-day challenge with a focus on EE activities.[14] This way of learning a language is not particular to English but can involve any target language. The overarching term referring to learning any target language is Extramural Ln [5][15][16]
References
- ^ Lee, Ju Seong (2019). "Quantity and diversity of informal digital learning of English" (PDF). Language Learning & Technology. 23: 114–126.
- ^ Olsson, Eva (2016). On the impact of extramural English and CLIL on productive vocabulary. Gothenburg: Acta Universitatis Gothoburgensis. pp. 50–54. ISBN 978-91-7346-865-7.
- ^ "The science of language, community, and MMORPGs". 13 October 2014.
- ^ "Using Western Media to Motivate Students to Learn English".
- ^ a b Sundqvist, Pia; Sylvén, Liss Kerstin (2016). Extramural English in Teaching and Learning: From Theory and Research to Practice. New Language Learning and Teaching Environments. Palgrave Macmillan UK. ISBN 978-1-137-46047-9.
- ^ Sundqvist, Pia (2009). "Extramural English Matters : Out-of-School English and Its Impact on Swedish Ninth Graders' Oral Proficiency and Vocabulary" (PDF). Unpublished PhD thesis.
- ^ Sundqvist, Pia (2011), Benson, Phil; Reinders, Hayo (eds.), "A Possible Path to Progress: Out-of-school English Language Learners in Sweden", Beyond the Language Classroom, London: Palgrave Macmillan UK, pp. 106–118, doi:10.1057/9780230306790_9, ISBN 978-1-349-32320-3, retrieved 2024-05-03
- ^ "extramural, adj.", OED Online, Oxford University Press, retrieved 2021-01-25
- ^ Jensen, Signe Hannibal (2016-07-20). "Gaming as an English Language Learning Resource among Young Children in Denmark". CALICO Journal. 34 (1): 1–19. doi:10.1558/cj.29519. ISSN 2056-9017.
- ^ Peters, Elke; Noreillie, Ann-Sophie; Heylen, Kris; Bulté, Bram; Desmet, Piet (September 2019). "The Impact of Instruction and Out-of-School Exposure to Foreign Language Input on Learners' Vocabulary Knowledge in Two Languages". Language Learning. 69 (3): 747–782. doi:10.1111/lang.12351. ISSN 0023-8333. S2CID 182047248.
- ^ Chik, Alice. "Digital gaming and language learning: Autonomy and community" (PDF). Language Learning & Technology. 18: 85–100.
- ^ Eisenchlas, Susana A.; Schalley, Andrea C.; Moyes, Gordon (2016-03-03). "Play to learn: self-directed home language literacy acquisition through online games". International Journal of Bilingual Education and Bilingualism. 19 (2): 136–152. doi:10.1080/13670050.2015.1037715. hdl:10072/154670. ISSN 1367-0050. S2CID 141852222.
- ^ Kondo, Mutsumi; Ishikawa, Yasushige; Smith, Craig; Sakamoto, Kishio; Shimomura, Hidenori; Wada, Norihisa (April 2012). "Mobile Assisted Language Learning in university EFL courses in Japan: developing attitudes and skills for self-regulated learning". ReCALL. 24 (2): 169–187. doi:10.1017/S0958344012000055. ISSN 1474-0109. S2CID 44865424.
- ^ "30-day-challenge – extramural engelska i fokus". 7 January 2015.
- ^ Sundqvist, Pia (2019). "Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary". Language Learning & Technology. 23 (1): 87–113.
- ^ Bengtsson, A. (2023). The effects of extramural language: Relationships between engagement in Japanese language activities and general Japanese language proficiency. Doctoral Thesis, Stockholm University.