Improving your English by playing your favourite video game?: A respondent based study investigating the possible connection between English input and knowledge of vocabulary and idioms
Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
This study investigated the possible connection between extramural English input (English input outside of school) and vocabulary and knowledge of idioms amongst Swedish upper secondary school students. The different types of extramural input was reading books, watching television and playing computer/video games in English. The hypothesis was that the respondents who had more extramural input than the average participant would do better at the test. The 46 informants in either the first or second grade of English in upper secondary school filled in a questionnaire, translated words to/from English from/to Swedish and tried to find the right explanation for different idioms by answering multiple choice questions. The results consistently hinted that input from extramural English is not alone a factor for improving a learner’s vocabulary and/or knowledge of idioms. A positive correlation was found for the informants in the second grade of English between input and vocabulary and a T-test comparing informants with an input above average to the informants with an input below average showed a statistically significant difference in vocabulary between the groups. However, the inconsistency amongst the results investigating the different types of extramural input showed that it is unlikely that extramural input improves vocabulary and the knowledge of different idioms, therefore disproving the hypothesis.
Place, publisher, year, edition, pages
Second language acquisition, L2, Swedish, students, upper secondary school, extramural, English, vocabulary, idioms, television, reading, video games
IdentifiersURN: urn:nbn:se:su:diva-81411OAI: oai:DiVA.org:su-81411DiVA: diva2:561536