Abstract
Evidence suggests that incidental foreign language contact in unstructured, virtual environments (the “virtual wild”) can enhance second language (L2) learning (Sockett G, The online informal learning of English. Palgrave Macmillan, Houndmills, 2014), and that the use of online informal learning of language activities with students learning English as an L2 results in higher fluency, lower error rates, and greater engagement compared to learning that occurs in a traditional classroom setting only (e.g., Cole J, Vanderplank R, System 61:31–42, 2016; Kusyk and Sockett 2012). This chapter describes the research on and characteristics of online informal learning of English (OILE) as an application of the theoretical framework of usage-based linguistics, and argues that OILE is, contrary to some researchers’ claims, transferable to languages other than English. Finally, a program of research that would establish the viability and efficacy of implementing OILE in non-English foreign language classrooms is proposed.
Our pedantic mania for instruction is always leading us to teach children the things they would learn better on their own accord
Jean-Jacques Rousseau (as cited in: Benson 2001, xii)
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Lech, I.B., Harris, L.N. (2019). Language Learning in the Virtual Wild. In: Carrió-Pastor, M.L. (eds) Teaching Language and Teaching Literature in Virtual Environments. Springer, Singapore. https://doi.org/10.1007/978-981-13-1358-5_3
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