Vinsamlegast notið þetta auðkenni þegar þið vitnið til verksins eða tengið í það: http://hdl.handle.net/1946/27465
Teachers often assume that Icelandic children are learning some English from their extramural English-language media use. Pre-teen children watch videos, listen to music, play digital games, use social media sites and apps, and read and use websites in their free time at home. Children are watching less television, which is often subtitled, and watching more videos from YouTube and streaming sites like Netflix which are usually not subtitled in their native language. They are motivated to learn English, not least of all because they want to enjoy their favorite entertainment. The question remains, how much language are they actually learning from this media use?
This study focused on the English-language media consumption and vocabulary skills of 96 Icelandic 12 year olds. The students filled out questionnaires which asked about their online media use outside of school: what they do and how often. They also took two vocabulary tests, one measuring vocabulary breadth and one measuring vocabulary depth. The results showed that a connection does exist between receptive English exposure (reading and listening) and vocabulary test scores. Those students who reported these activities more frequently had higher scores. Fewer students reported productive English use (writing and speaking) online, but those who did had average vocabulary scores. Additionally, girls and boys are using different kinds of English-language media. Boys play more games, while girls listen to music more often.