Abstract:
The study reported here aims to investigate the relation between the level of proficiency in English as a second language attained by a sample of 100 Bahraini university students and exposures to the language: extra-curricular exposures outside the formal environment of the classroom. The results demonstrate no significant association between extra exposure and proficiency for the sample. In this report, I first discuss the results and then present an analysis and interpretation of the statistical findings. I conclude by considering the pedagogic implications of the findings for the studied group and the theoretical implications for Krashen’s Comprehensible Input Hypothesis.
