Implicit Foreign Language Learning: How Early Exposure and Immersion Affect Narrative Competence

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Detalles Bibliográficos
Publicado en:	Education Sciences vol. 15, no. 10 (2025), p. 1382-1397
Autor principal:	Quay, Suzanne
Otros Autores:	Kano Moe
Publicado:	MDPI AG
Materias:	Study abroad Problem solving Storytelling Families & family life Foreign language learning Cognition & reasoning Japanese language Hypotheses Linguistics Middle schools Language acquisition Narratives English as a second language learning Early second language learning Explicit knowledge Secondary school students Feedback Second language learning Age Middle school students Middle class Secondary schools Bilingualism English language Regression analysis Short term English as a second language Foreign languages Competence Academic achievement Learning Implicit learning Language Late Adolescents Direct Instruction Cognitive Processes Interpersonal Relationship Child Development Learner Engagement Developmental Stages Cognitive Development Junior High School Students Language Usage Language Research Interrater Reliability English (Second Language) Environmental Influences Feedback (Response) Opportunities Story Telling Japanese
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Descripción
Resumen:	This study investigates how short-term naturalistic immersion shapes the development of evaluative narrative competence in Japanese junior high school students learning English as a foreign language. While prior second language acquisition (SLA) research has established the benefits of input-rich environments, little is known about how implicit learning during brief immersion experiences supports higher-order storytelling skills. To address this gap, we analyzed students’ performance on a standardized problem-solving task and a storytelling task before and after a one-month homestay abroad. Results showed significant post-immersion gains in narrative complexity, with longer stories, greater use of causal and evaluative devices, and increased diversity of expression. Regression analysis revealed that the age of first English exposure strongly predicted outcomes: early starters demonstrated broader and more sophisticated use of evaluative strategies than later starters. These findings suggest that short-term immersion can substantially enhance narrative competence, particularly for learners with early exposure, while highlighting the need for tailored pedagogical interventions to help later starters capitalize on implicit learning opportunities.
ISSN:	2227-7102 2076-3344
DOI:	10.3390/educsci15101382
Fuente:	Education Database