scholarly journals Extensive Reading and Vocabulary Acquisition

2018 ◽  
pp. 25-40
Author(s):  
Nina Daskalovska
Keyword(s):  
Vocabulary Acquisition ◽  
Extensive Reading

scholarly journals Vocabulary acquisition, input, and extensive reading: A conversation

2013 ◽  
Vol 37 (4) ◽  
pp. 56
Author(s):  
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Vocabulary Acquisition ◽  
Online Discussion ◽  
Word Knowledge ◽  
Relative Importance ◽  
Extensive Reading ◽  
Acquisition Process

JALT member Joseph Poulshock recently posted a video entitled “How do humans acquire language?” to the extensive reading (ER) website BeeOasis.com. In it, he describes his ALBUM Theory (acquire language by understanding messages), by which he means that the comprehension of input―for example, through ER―is the best way to acquire a second language. The video prompted an online discussion in which a number of JALT members exchanged ideas about the acquisition of vocabulary, the role of ER in the acquisition of various aspects of word knowledge, and the relative importance of input to the language acquisition process. An abbreviated version of this conversation is presented here.

The effect of morphological form variation on adult first language incidental vocabulary acquisition through reading

2019 ◽  
Vol 18 (1) ◽  
pp. 36-51 ◽  
Author(s):  
Barry Lee Reynolds
Keyword(s):  
Vocabulary Acquisition ◽  
First Language ◽  
Low Frequency ◽  
Extensive Reading ◽  
Morphological Form ◽  
Content Type ◽  
English Novel ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Acquisition ◽  
Drawing Tasks

PurposeThis study aims to investigate the effects of word internal morphological form variation on adult first language (L1) (n= 20) incidental vocabulary acquisition through reading.Design/methodology/approachParticipants were given a 37,611-token English novel containing pseudo words, placed throughout the text by the novelist. Two unexpected vocabulary assessments were administered at the completion of the reading task.FindingsResults showed statistically significant effects for morphological form variation, with the readers having incidentally acquired more words whose tokens did not vary in form (i.e. no exposure to inflectional or derivational variants). However, a large effect size was present only for low-frequency words (two-four exposures).Originality/valueDiscussion of the results is given regarding the feasibility of enhancing adult L1 college readers’ morphological awareness through extensive reading and attention-drawing tasks.

The Effect of Task-Based Reading on Fl Vocabulary Learning

2007 ◽  
Vol 153 ◽  
pp. 1-24 ◽  
Author(s):  
Raquel Esquiliche Mesa ◽  
Anthony Bruton ◽  
Tony Ridgway
Keyword(s):  
Secondary School ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Effective Means ◽  
Extensive Reading ◽  
Short Term ◽  
Incidental Vocabulary ◽  
Efl Students ◽  
L2 Vocabulary ◽  
Over Time

AbstractThere is growing evidence that incidental vocabulary learning from extensive reading may not be a very efficient or effective means of acquiring L2 vocabulary, at least in the short-term. This study investigates the effect on FL vocabulary learning of secondary school EFL students completing four task-based reading texts under two procedurally contrasted conditions: either with teacher support or with peer collaborative support. The students, in two genuine classes, read two short texts in each condition as normal timetabled activities, partly for ethical and partly for technical reasons. This is one of a few studies that have researched FL vocabulary acquisition from a number of different texts over time, and within a task-based framework. Four texts in English with both nonlinguistic and linguistic check tasks were read in total, and thirty-two vocabulary items were targeted. On the delayed L2-L1 translation recognition posttest of the targeted vocabulary items, the scores for the teacher-supported conditions were double those for the peer-supported conditions, but in both cases the scores were disappointingly low.

The Effect of Extensive Reading on Vocabulary Acquisition

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Saratha Subramaniam ◽  
Zaidah Zainal
Keyword(s):  
Data Analysis ◽  
Positive Attitude ◽  
Vocabulary Acquisition ◽  
Experiment Design ◽  
Vocabulary Knowledge ◽  
Extensive Reading ◽  
Post Test ◽  
Graded Readers ◽  
Quasi Experiment

This study investigated the benefits of extensive reading to learners in acquiring vocabulary and improving their attitude towards reading. It examined the effectiveness of using a series of Graded Readers and whether it is instrumental in achieving vocabulary acquisition. The sample of the study consisted of 30 students aged 14 from one intact class in form two of a Malaysian school. A treatment was administered for two weeks which consisted of extensive reading of graded books for thirty minutes outside the school timetable. A quasi-experiment design was used to measure the effectiveness of extensive reading. The instruments included pre-test and post-test, interview and questionnaire. The results of the data analysis indicated that using Graded Readers in extensive reading helps in improving and acquiring vocabulary among the students. Extensive reading also assisted in promoting positive attitude towards reading and this was seen through the analysis of the questionnaire and interview. The study concludes that extensive reading using Graded Readers brings benefit to the students’ enrichment of vocabulary knowledge. Furthermore, it is also discovered that these students exhibited positive attitude toward reading.

scholarly journals Extensive Reading and Incidental Vocabulary Acquisition: The Case of a Predominant Language Classroom Input

2019 ◽  
Vol 7 (2) ◽  
pp. 39 ◽  
Author(s):  
Abdullah Alsaif ◽  
Ahmed Masrai
Keyword(s):  
Vocabulary Acquisition ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Extensive Reading ◽  
Informal Activity ◽  
Incidental Vocabulary ◽  
Language Classroom ◽  
Before And After ◽  
Incidental Vocabulary Acquisition ◽  
Present Case Study

A considerable body of research has investigated the effectiveness of extensive reading on incidental vocabulary acquisition in second language (L2) learners. However, we still know very little about the relationship between extensive reading and vocabulary development among Saudi learners of English as a foreign language (EFL) where language classroom is the predominant source of learning, if not the only one. In the present case study, a single participant was instructed to read extensively for eight weeks as an informal activity outside the classroom. The participant’s written receptive vocabulary knowledge was measured before and after the treatment. Results indicated that extensive reading contributed largely to the participant’s vocabulary gain, suggesting that a vocabulary uptake of about eight words from extensive reading intervention has occurred compared to about two words per contact hour from language classroom input where reading texts are short and scattered throught the textbook. Finding is interpreted in order to provide some pedagogical recommendations.

INCIDENTAL VOCABULARY ACQUISITION IN A SECOND LANGUAGE

1999 ◽  
Vol 21 (2) ◽  
pp. 181-193 ◽  
Author(s):  
Thomas Huckin ◽  
James Coady
Keyword(s):  
Second Language ◽  
Empirical Research ◽  
Vocabulary Acquisition ◽  
Incidental Learning ◽  
Vocabulary Learning ◽  
Extensive Reading ◽  
Intensive Research ◽  
Actual Mechanism ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Acquisition

It is widely agreed that much second language vocabulary learning occurs incidentally while the learner is engaged in extensive reading. After a decade of intensive research, however, the incidental learning of vocabulary is still not fully understood, and many questions remain unsettled. Key unresolved issues include the actual mechanism of incidental acquisition, the type and size of vocabulary needed for accurate guessing, the degree of exposure to a word needed for successful acquisition, the efficacy of different word-guessing strategies, the value of teaching explicit guessing strategies, the influence of different kinds of reading texts, the effects of input modification, and, more generally, the problems with incidental learning. This article briefly surveys the empirical research that has been done on these issues in recent years.

scholarly journals The Effects of Extensive Reading on English Vocabulary Learning: A Meta-analysis

2018 ◽  
Vol 11 (6) ◽  
pp. 1 ◽  
Author(s):  
Jiren Liu ◽  
Jianying Zhang
Keyword(s):  
Reading Instruction ◽  
Language Proficiency ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Reading Proficiency ◽  
Extensive Reading ◽  
Reading Materials ◽  
Graded Readers

Extensive reading has been continuously studied as a promising instructional method for improving students’ language proficiency, including reading proficiency, vocabulary acquisition, and grammar awareness. The present study is a meta–analysis, which synthesized the data of 21 empirical studies (N = 1268). It was designed to explore whether extensive reading instruction was effective in improving students’ vocabulary acquisition, and if so, how the effectiveness varied in terms of the instruction length and teaching methods. Stata 14.0 was utilized to calculate the collected data. The results revealed that: (1) extensive reading has a significant effect on English vocabulary learning; (2) one semester (less than three months) is the most appropriate length of extensive reading instruction for vocabulary learning; (3) Graded Readers, comprehension questions and vocabulary exercise play significant roles as reading materials and education methods in promoting the vocabulary learning of EFL learners.

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