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Naturalistic acquisition in an early language classroom
Anne Dahl1, Mila D Vulchanova1
1Department of Language and Literature, NTNU Norwegian University of Science and Technology Trondheim, Norway.
Frontiers in Psychology
|May 27, 2014
Summary
Naturalistic second language acquisition (SLA) of English vocabulary is achievable for young learners in classrooms. Increased target language exposure significantly boosts receptive vocabulary within eight months, even without full immersion.
Area of Science:
- Education
- Linguistics
- Psychology
Background:
- Traditional second language acquisition (SLA) often relies on immersion.
- Investigating naturalistic vocabulary acquisition in early education is crucial.
Purpose of the Study:
- To determine if naturalistic SLA of English vocabulary is possible for young learners in a standard classroom setting.
- To evaluate the impact of increased target language input on vocabulary development.
Main Methods:
- A quasi-experimental design with 60 first-graders in Norway.
- An experimental group received increased naturalistic English input, while a control group followed the standard curriculum.
- Vocabulary was assessed using the Peabody Picture Vocabulary Test (PPVT-IV) pre- and post-intervention.
Main Results:
- Early-start L2 programs alone do not ensure vocabulary gains in the first year.
- Enhanced naturalistic L2 exposure led to significant gains in receptive vocabulary over 8 months.
- Learners showed vocabulary acquisition comparable to younger native speakers with modest input.
Conclusions:
- Naturalistic vocabulary acquisition is feasible in a typical classroom environment.
- Increased quality of target language exposure is key to facilitating SLA.
- Early-start L2 programs can be effective with strategic input enhancement.
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