Research into online learning from informal sources suggests a good deal of variability in learning outcomes. In a complex systems perspective, this paper proposes to explore the significant interactions between individual differences such as learning style and learners’ experience of the outcomes of informal exposure to L2 contents.
When taking stock of the current state of research into informal second language learning it is clear that much has been achieved in the past ten years or so. The field now features in special issues of journals such as Language Learning and Technology (2019) and CALICO (2017) and has recently been the topic of the landmark Handbook of Informal Language Learning (2019). These and other publications indicate that the three main areas of study within the field are learner practices, classroom applications and learning outcomes. Since a great deal has already been learned about learner practices around the world, there is little doubt that informal learning phenomena impact a significant percentage of young people around the world and that integrating this new reality into classroom practice is essential. This seminar offers an opportunity to consider the third area of study, and to focus on issues surrounding learning outcomes from incidental exposure to L2 media. Research into informal learning has revealed both learners who perceive very limited acquisition from informal exposure to L2 input and cases of learners who achieve very high levels of language fluency from such contents. It is therefore clear from a complex systems perspective that such informal exposure to input is in interaction with a large number of other variables which make prediction of learning outcomes difficult. Among these variables, individual differences such as cognitive factors, motivation and learning style may contribute significantly to variability in acquisition from input in informal contexts. As a first step in studying this issue, data from 250 students at the Université de Paris will be presented exploring individual differences and informal learning outcomes. This data will in particular highlight the extent to which learning style interacts with incidental acquisition from informal L2 sources.
