Foreign language vocabulary development: media–driven learning in the informal context

Abstract

This study explored the impact of informal learning on the acquisition of English idioms, operating under the assumption that idioms’ relatedness to lexicon makes the acquisition of idioms less associated with formal English as a foreign language (EFL) teaching, which tends to primarily focus on teaching grammar. The primary goal of this study was to evaluate the effects of informal learning on the acquisition of English idioms in view of everyday exposure to English through various media. The study was conducted on the students of preschool and teacher education studies (N=88; University of Zadar), and it incorporated a brief questionnaire regarding their habits when it comes to watching films, playing videogames, the use of social media etc., as well as a test containing 60 multiple–choice questions with examples of various English idioms. Hierarchical regression analysis revealed that the best predictor for the knowledge of English idioms is the frequency of listening to English and American music, while other significant predictors were the frequency of watching YouTube videos with foreign content, the frequency of playing videogames, the grades achieved in English language–teaching classes throughout high school and the scores on the English–language tests administered at the end of the first semester at the university; the total predictive value of the examined variables was surprisingly high (R2=0.612). Aside from discussing the implications of these results, the paper also reflects upon the fact that the frequency of watching English and American movies/TV shows turned out to be a negative predictor despite the positive correlation with the overall results on the test, as well as on the fact that the frequency of using social networks had no impact on the acquisition of English idioms whatsoever