Learners’ English Vocabulary Knowledge Prior to Formal Instruction: The Role of Learner‐Related and Word‐Related Variables

This study focused on the mechanisms underlying incidental second language (L2) vocabulary acquisition prior to formal instruction. We designed a cross‐sectional study to examine which learner‐related and word‐related variables affect young learners’ vocabulary knowledge at the level of meaning recognition and meaning recall. We collected data from 616 Flemish children between 10 and 12 years old by using a questionnaire about learners’...