Two Approaches to Extensive Reading and Their Effects on L2 Vocabulary Development

Autor/inn/en	Boutorwick, T. J.; Macalister, John; Elgort, Irina
Titel	Two Approaches to Extensive Reading and Their Effects on L2 Vocabulary Development
Quelle	In: Reading in a Foreign Language, 31 (2019) 2, S.150-172 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	Vocabulary Development; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; College Students; Reading Processes; Incidental Learning; Reading Research; Group Discussion; Teaching Methods; Reading Materials; Semantics; Associative Learning; Instructional Effectiveness; Language Tests; Student Attitudes; Self Evaluation (Individuals); Foreign Students; English for Academic Purposes; Program Descriptions; New Zealand + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Collegestudent; Leseprozess; Inzidentelles Lernen; Leseforschung; Gruppendiskussion; Teaching method; Lehrmethode; Unterrichtsmethode; Semantik; Unterrichtserfolg; Language test; Sprachtest; Schülerverhalten; Neuseeland
Abstract	One avenue for developing second language (L2) vocabulary knowledge is through Extensive Reading (ER). ER can provide opportunities for incidental learning to occur. Class time is often too restricted for sufficient attention to deliberate learning (Hunt & Beglar, 2005) meaning ER is important for L2 vocabulary development. This article builds on ideas in the recent two-part "Reading in a Foreign Language" ER discussion forum by investigating two implementations of ER and their effects on L2 vocabulary development: a traditional ER-only approach, and an ER-plus approach which supplements ER with post-reading discussion implemented in small groups. L2 English learners enrolled at a university in Aotearoa New Zealand read five graded readers during normal class time. Latent Semantic Analysis was used to measure the development of word association knowledge of 60 target words. The findings revealed facilitative effects of both ER approaches. Supplementing ER with discussion provided opportunities for further development. (As Provided).
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