Learning English outside of school: Young English language learners’grammar knowledge and writing skills

IF 3.9 1区文学 Q1 LINGUISTICS

Applied Linguistics Pub Date : 2026-10-01 DOI:10.1093/applin/amag093

Elke Peters,Elien Prophète,Eva Puimège,Pia Sundqvist

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Abstract

Abstract This study aims to explore the relationship between young English language learners’ (YELLs) extramural English (EE), grammar knowledge, and writing proficiency in English before the start of formal English instruction. Data were collected from 458 YELLs (aged 11–12) in Flanders, i.e. the Dutch-speaking part of Belgium, by means of a grammaticality judgement test and writing test, a learner questionnaire and a parental questionnaire. The results showed that some participants achieved high scores on the grammaticality judgement and writing test before their first English lesson, but the findings also revealed large individual differences. The participants reported having substantial amounts of EE. Four EE activities emerged as a positive predictor for grammar: Watching TV without subtitles, YouTube, Social media use, and speaking and writing, while Watching television without subtitles, YouTube and Social media also predicted learners’ writing scores. The findings show the potential of EE as an important source of input for the informal development of grammar and writing proficiency in English as a foreign/second language.

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校外英语学习：年轻英语学习者的语法知识和写作技巧

摘要本研究旨在探讨青少年英语学习者（YELLs）在正式英语教学开始前的校外英语（EE）、语法知识和英语写作能力之间的关系。通过语法判断测试、写作测试、学习者问卷和家长问卷，从比利时法兰德斯的458名YELLs（11-12岁）中收集数据。结果显示，一些参与者在第一堂英语课之前就在语法判断和写作测试中取得了高分，但研究结果也揭示了巨大的个体差异。参与者报告有大量的情感表达。四种情感表达活动对语法有积极的预测作用：看没有字幕的电视、YouTube、使用社交媒体、口语和写作，而看没有字幕的电视、YouTube和社交媒体也能预测学习者的写作分数。研究结果表明，情感表达是英语作为外语/第二语言的语法和写作能力非正式发展的重要输入来源。

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来源期刊

Applied Linguistics LINGUISTICS-

CiteScore

7.60

自引率

8.30%

发文量

期刊介绍： Applied Linguistics publishes research into language with relevance to real-world problems. The journal is keen to help make connections between fields, theories, research methods, and scholarly discourses, and welcomes contributions which critically reflect on current practices in applied linguistic research. It promotes scholarly and scientific discussion of issues that unite or divide scholars in applied linguistics. It is less interested in the ad hoc solution of particular problems and more interested in the handling of problems in a principled way by reference to theoretical studies.