Young learners’ receptive L2 English vocabulary knowledge in relation to extramural English exposure at the onset of formal instruction in Norway
Some young foreign/second language (L2) learners of English hardly know a single English word when starting school instruction. Others know many thanks to extensive English use outside of school, extramural English (EE). By investigating young L2 learners’ vocabulary knowledge at the onset of formal instruction, we can explore what roles EE may have for incidental learning prior to instruction. To
