The Impact of Instruction and Out‐of‐School Exposure to Foreign Language Input on Learners’ Vocabulary Knowledge in Two Languages Vrije Universiteit Brussel KU Leuven
This cross-sectional study investigated the impact of length of instruction, out-of-school exposure to foreign language input, and gender on learners’ receptive vocabulary knowledge in two foreign languages: French (first foreign language) and English (second foreign language). The findings suggest that, although length of instruction correlated positively with vocabulary knowledge in English and French, the gains remained modest when ...