Vocabulary Recycling in Children's Authentic Reading Materials: A Corpus-Based Investigation of Narrow Reading

Autor/in	Gardner, Dee
Titel	Vocabulary Recycling in Children's Authentic Reading Materials: A Corpus-Based Investigation of Narrow Reading
Quelle	In: Reading in a Foreign Language, 20 (2008) 1, S.92-122 (31 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	Reading Materials; Recycling; Reading Instruction; Vocabulary Development; Computational Linguistics; Teaching Methods; Classification; Evaluation Methods; Authors; Childrens Literature; Second Language Learning; Second Language Instruction; Linguistic Input; English (Second Language) + Suchen Sie Ihr Suchwort? Leseunterricht; Wortschatzarbeit; Linguistics; Computerlinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Author; Autor; Autorin; 'Children''s literature'; Kinderliteratur; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachbildung; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Fourteen collections of children's reading materials were used to investigate the claim that collections of authentic texts with a common theme, or written by one author, afford readers with more repeated exposures to new words than unrelated materials. The collections, distinguished by relative thematic tightness, authorship (1 vs. 4 authors), and register (narrative vs. expository), were analyzed to determine how often, and under what conditions, specialized vocabulary recycles within the materials. Findings indicated that thematic relationships impacted specialized vocabulary recycling within expository collections (primarily content words), whereas authorship impacted recycling within narrative collections (primarily names of characters, places, etc.). Theme-based expository collections also contained much higher percentages of theme-related words than their theme-based narrative counterparts. The findings were used to give nuance to the vocabulary-recycling claims of narrow reading and to more general theories and practices involving wide and extensive reading. (Contains 5 tables and 2 figures.) (Author).
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	2017/4/10