Literaturnachweis - Detailanzeige
| Autor/in | McQuillan, Jeff |
|---|---|
| Titel | Time, Texts, and Teaching in Vocabulary Acquisition: A Rebuttal to Cobb (2016) |
| Quelle | In: Reading in a Foreign Language, 28 (2016) 2, S.307-318 (12 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1539-0578 |
| Schlagwörter | Stellungnahme; Reader Response; Vocabulary Development; Vocabulary Skills; Reading Habits; Time Factors (Learning); Time on Task; Independent Reading; Reading Material Selection; Reading Instruction; Criticism; Text Structure; Barriers; English (Second Language); Language Tests; Second Language Learning; Test of English for International Communication |
| Abstract | In his 2016 article, "What Can Readers Read after Graded Readers?" (EJ1098660), Jeff McQuillan provided data to show that there is an adequate amount of reading material that can be read at or above 98% vocabulary coverage to provide sufficient input to acquire most of the word families from the 2,000- to the 9,000-word-family levels. While Thomas Cobb (2016) does not dispute these findings, instead his commentary focuses on three other points: (1) acquiring vocabulary via free reading takes too long; (2) it will be too difficult for readers to select the right free reading texts to make adequate progress; and (3) some form of "teaching," presumably explicit vocabulary instruction, would be more effective and efficient in promoting vocabulary growth than free reading. In this commentary, McQuillan addresses each of these critiques. [For Cobb (2016), see EJ1117024.] (ERIC). |
| Anmerkungen | Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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