本书聚焦通过网络媒体等，以非正式的方式学习英语的情况。作者以大学生为研究对象，调查分析了他们通过网络媒体，利用听英语歌曲、看英语剧集等活动非正式学习英语的情况。全书共分8章，对语言教学和习得的研究与实践有一定的参考价值。

杰弗里·索克特，is Professor of Applied Linguistics at Paris Descartes University in France. He has published articles and spoken at international conferences in the field of second language acquisition and computer assisted language learning. The current focus of his research is how English may be learned informally through exposure to online media.

List of Figures and Tables
Series Editor's Preface
Acknowledgements
1 Introduction
1.1 Chapter outlines
1.2 Why English?
2 Informal Learning and Languages
2.1 What is informal learning?
2.2 What is informal language learning?
2.3 0ILE and the learner autonomy model
2.3.1 Incidental acquisition
2.3.2 Out of class learning
2.3.3 Task-based approaches
2.4 Situating OILE within CALL
2.5 Complexity and dynamic systems theories
2.6 0ILE and input hypothesis
2.7 0ILE and CREED
2.8 Interlanguage or intertextuality?
2.9 Situating OILE: Some conclusions
3 The Practices of OILE
3.1 Quantitative surveys of the activities associated
with OILE
3.2 Listening to MOD
3.2.1 Patterns of use
3.2.2 Listening activities and the law
3.2.3 Characterising learning from MOD
3.3 Subtitling and language learning
3.3.1 Research into subtitling
3.3.2 Subtitles and online video
3.4 System level characteristics of OILE
3.4.1 The intention to communicate with known
interlocutors
3.4.2 Changes in register
3.4.3 Learner interactions across a range of online
media
3.5 Inside the online informal learner's private world
Language Acquisition from Online Informal Learning
Activities
4.1 Developing a corpus of informal listening contents
4.2 Learner perceptions of acquisition through
informal activities
4.2.1 Diary studies
4.2.2 Blog studies
4.3 Language development through Tomasello's general
learning processes
4.3.1 Establishing joint attention through focus on
task
4.3.2 Understanding the communicative intentions:
Focus on meaning
4.3.3 Forming categories, a task management tool
4.3.4 Detecting patterns: Exposure to real language
in real contexts
4.3.5 Imitation: Interaction that mirrors partner
discourse
4.3.6 Noticing novelty: The good thing about
"other foreigner talk"
4.3.7 Have the social drive to interact with others:
Involvement in real cognitive tasks
4.4 Measuring vocabulary knowledge
4.4.1 Viewing habits survey
4.4.2 Vocabulary knowledge scale (VKS) test
4.5 Analysis of written production
4.5.1 Results from fan fiction study
4.6 Some conclusions about language development and
OILE
5 The Theoretical Implications of OILE
5.1 Implications for the research landscape
5.1.1 Construction-based views of language
development
5.1.2 Implications for CALL
5.1.3 The learner autonomy model
5.1.4 Out of classroom learning
5.1.5 EFL and ESL
5.2 Implications from learner practices
5.2.1 Implications for language acquisition
60ILE and the Classroom
6.1 Surveying teacher attitudes to OILE
6.1.1 Teacher perceptions of OILE activities
6.1.2 Language skills
6.1.3 Influences of OILE on teaching practices
6.1.4 Perceived problems
6.1.5 Qualitative perspectives
6.1.6 Mediators of discourse
6.2 New roles for teachers and learners in the classroom
6.3 Implications for the resource centre
6.3.1 OILE and the Wulkow memorandum
6.4 Conclusions on OILE and the classroom
7 Studying OILE: Research Methodologies and
Perspectives
7.1 Quantitative approaches
7.2 Qualitative approaches
7.3 Future perspectives
7.3.1 OILE and historical linguistics
7.3.2 OILE and communicative skills
7.3.3 English in other countries
7.3.4 Other languages
8 Conclusions
8.1 Bringing the wild into focus
Appendices
Notes
Bibliography
Index