The influence of exposure, parents, and linguistic distance on young European learners' foreign language comprehension

By Eva Lindgren, C. Muñoz. 2013

254 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/b027a482f8f430a4beda5437165154b4645b3663

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. E. Peters
2. N. Schmitt
3. Stuart Webb
4. Yanxue Feng
5. C. Muñoz
6. G. Pujadas
7. D. Lasagabaster
8. A. Doiz

In Literature and Literary Theory

1. E. Peters
2. Stuart Webb
3. N. Schmitt
4. D. Lasagabaster
5. A. Doiz
6. C. Muñoz
7. G. Pujadas
8. Yanxue Feng

Citations in the corpus

• A Longitudinal Study on the Impact of CLIL on Affective Factors (2015, background): “Parents’ influence on their children’s competence in the FL has been considered in numerous studies (see Lindgren and Muñoz 2013 for a review of the impact of factors such as ‘parents’ literacy level, parents’ involvement and attitudes towards the FL, and parents’ proficiency in the FL’ on school…”
• INCIDENTAL VOCABULARY LEARNING THROUGH LISTENING TO SONGS (2019, background): “…investigating exposure to songs and music have taken place in North American (Levey, Levey, & Fligar, 2011) or European (European Commission, 2002; Lindgren & Muñoz, 2013) contexts, thus it would be useful to investigate the extent to which learners in other contexts such as Asia, Africa, and…”
• Understanding vocabulary acquisition, instruction, and assessment: A research agenda (2019, background): “…EXTRAMURAL EXPOSURE) usually found to be important include: watching English-language television (with subtitles or captions) (e.g. Kuppens, 2010; Lindgren & Muñoz, 2013), playing computer/internet English games (e.g. Kuppens, 2010; Sylvén & Sundqvist, 2012; Jensen, 2016), and particularly for…”
• LEARNING VOCABULARY THROUGH READING, LISTENING, AND VIEWING (2019, background): “Among the different types of input that L2 learners may encounter, viewing television and movies, listening to songs, and playing video games appear to be the preferred sources of L2 input outside of the classroom for learners (Lindgren & Muñoz, 2013; Peters, 2018).”
• INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING (2018, background): “Similarly, Lindgren and Muñoz (2013) suggest that cognates might play a more facilitative role in listening than in reading because cognate linguistic distance (5 lexical similarity based on the proportion of cognates) explained more variance in young learners’ listening comprehension than in their ”
• Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning by adolescents (2019, background): “…read sufficiently to encounter the same words frequently enough to avoid forgetting them (Laufer 2005); and there has been a drop in the popularity of reading habits (European Commission 2017), especially among young people, who prefer watching TV to reading (Lindgren and Muñoz 2013; Peters 2018).”