Improving Second Language Acquisition by Extensive and Analytical Reading in a Digital Environment

Autor/in	Muravev, Yury
Titel	Improving Second Language Acquisition by Extensive and Analytical Reading in a Digital Environment
Quelle	In: Journal of College Reading and Learning, 53 (2023) 1, S.3-19 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Muravev, Yury)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1079-0195
DOI	10.1080/10790195.2022.2084798
Schlagwörter	Second Language Learning; Second Language Instruction; Reading Processes; Reading Tests; Higher Education; Reading Instruction; Teaching Methods; Inferences; Test Preparation; Foreign Countries; English (Second Language); Language Tests; Reading Habits; Reading Comprehension; Logical Thinking; Universities; Rating Scales; Guidelines; Computer Assisted Testing; Russia (Moscow); Europe; International English Language Testing System + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Leseprozess; Lesetest; Hochschulbildung; Hochschulsystem; Hochschulwesen; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Inference; Inferenz; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Reading habit; Lesegewohnheit; Leseverstehen; University; Universität; Rating-Skala; Richtlinien; Europa; Language tests; Englisch
Abstract	The premise of this research is that analytical and extensive reading in a digital environment might be used to facilitate second language acquisition at the tertiary education level. Despite the general orientation toward communicative methods in modern second language acquisition, reading methods and techniques have seen an unexpected yet very productive comeback in recent years. A regression analysis of the data gathered from three focus groups of learners (2018-2020) at an institution of higher education in Russia suggests that analytical and extensive reading (based on Adler's method) may be associated with relatively better performance in reading tasks of all types of Cambridge Assessment certifications. The inference should be drawn that limited exposure to analytical and extensive reading of the original works of literature by three focus groups during the second and the third years of study may facilitate the preparation for the Reading and the Use of English/Reading sections of CAE, CPE, and IELTS Academic. The results suggest that reading plans and book profile creation activities, as well as extensive and analytical reading practice in a digital environment, may be used as relatively effective tools of second language acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01