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
