Page 86 [86]
EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES
could highly contribute to L2 vocabulary development (Fajt-Vekäsi 2022a,
2022b, Hitosugi et al. 2014, Neville 2010, Sundqvist—Sylvén 2012). Furthermore,
gaming-related technical vocabulary was also mentioned by some of the par¬
ticipants. Ihey pointed out that they learned game-specific abbreviations, such
as “bots” for “robots,” from video games. It is clear from the participants’ ac¬
counts that video games provide an opportunity for them to learn certain
content-related vocabulary.
4.5.9 Using English for talking to other people with different L1s
Another emerging topic was talking to people with different L1s than the
participants in English. Sandra emphasized the importance of talking to peo¬
ple this way, practicing the given L2, which can ultimately improve fluency.
She explained it as follows:
Talking to tourists in Budapest helped me pass oral exams. It was awkward at first,
but it was nice to step outside my comfort zone. I see my friends and myself struggle
but, in the long run, it helps you understand both natives and non-natives, and they
cannot teach you that in school.
This resonates well with the literature on the role of intercultural orientation
in L2 learning. As Clément and Kruidenier (1983) and Root (1999) point out,
the knowledge of an L2, in this case, the English language, may enable an L2
learner to make new connections and friends, which is a clear motivating
factor for L2 learning.
Lina mentioned that she would like to talk to natives more to see what
level of English she is at. In her words: “I am curious how much of what I say
they would understand and the other way around. That would be a good indi¬
cation of what level I am really on.” Similarly, Christian also would like to
speak to native speakers and later would like to travel abroad alone to see to
what extent he can communicate with local people in different countries using
the English language. He explained: “I would like to travel abroad alone. I think
that’s the real test of your language skills.” Such L2 interactions are important
L2 learning resources and opportunities and may motivate learners to invest
more effort into learning English (Crystal 2003, De Wilde et al. 2019, Djigunovic
2018, Sauer-Ellis 2019, Sayer-Ban 2014, Sundqvist-Sylvén 2014, Sylven-Sund¬
qvist 2012). Similar to Christian, Luna also talked about intercultural inter¬
actions and mentioned her classmates who have acquaintances in Canada with
whom they keep in touch in English. In her words: “[It helps] keep in touch
with foreigners, I have a classmate who has friends in Canada because when
she lived there, they spoke in English.”
s 84 e