Effect of Extensive Reading on Incidental Vocabulary Retention

Ghanbari, Maryam; Marzban, Amir

doi:10.1016/j.sbspro.2014.01.854

Cited by 18 publications

(17 citation statements)

References 9 publications

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“…Another reason was that the students did not choose the books based on their interests or their reading abilities. Besides improving reading skills and motivating to read more, the students also agreed that extensive reading gave good impact to the students' language skills and components, such as vocabulary, grammar, speaking, and writing as pointed out by Ghanbari and Marzban (2013) in their theory about the advantages of extensive reading. Those skills and components were improved not only through reading extensively but also through making reading logs.…”

Section: Findings and Discussionmentioning

confidence: 81%

“…One alternative which motivates the students to read more in order to get enough exposure to English texts is extensive reading. Ghanbari and Marzban (2013) define extensive reading as a reading activity in which the readers deal with a considerable quantity of texts. Therefore, their confidence and reading fluency are needed.…”

Section: Literature Reviewmentioning

confidence: 99%

“…When their autonomy and self-determination are fulfilled, the students will show their effort as well as their perseverance in coping with any problems during the activity. Not only motivating the students to read more, Ghanbari and Marzban (2013) also point out some other advantages of extensive reading including enriching the students' vocabulary, enhancing their writing skills, increasing the students' confidence, and crystallizing the students' knowledge.…”

Section: Literature Reviewmentioning

confidence: 99%

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Students’ Perception of Extensive Reading Activity Through Reading Log

Gabriella

Diptoadi

2019

mgs

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As prospective English teachers, the students of the English department are expected to have sufficient English proficiency especially reading skills since most of the resources in the learning process are printed in English. Responding to the previous demand, the English Department provides a supplementary activity for developing the students' reading skills. Hence, the focus of this study is on investigating how the students perceived the role of extensive reading activity in Reading A course in motivating them to read more in order to improve their reading skills as well as to enhance other skills and components, such as writing, speaking, and vocabulary. The questionnaire was answered by 29 students to find out their perception on extensive reading activity in Reading A course during the academic year of 2017/2018. In addition to the questionnaire, the lecturer of the course was also interviewed to confirm the students' responses. After the data analysis, it was discovered that the students' perception on extensive reading activity was positive.

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Section: Findings and Discussionmentioning

confidence: 81%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Students’ Perception of Extensive Reading Activity Through Reading Log

Gabriella

Diptoadi

2019

mgs

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“…This highlights the value of bringing culture into language learning as well as the role of culture as an interconnected aspect of language. In addition, reading is divided into two types, intensive and extensive reading (Ghanbari & Marzban, 2014). Intensive Reading (IR) refers to the practice of particular reading skill to know the linguistic study in a certain text.…”

Section: Introductionmentioning

confidence: 99%

Integrating Cultural Materials as the Media for Extensive Reading for Teaching Bahasa Indonesia as Foreign Language

Isnaini

Faizin

Anisa³

2021

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Menyajikan teks Bahasa Indonesia yang ditulis dengan meintegrasikan unsur-unsur budaya untuk materi belajar siswa Bahasa Indonesia bagi Penutur Asing (BIPA) memberikan banyak manfaat. Selain sebagai sarana untuk meningkatkan jumlah kosa kata, materi yang memasukkan unsur-unsur budaya juga menjadi media untuk mempromosikan budaya Indonesia. Melalui pertimbangan pada kebutuhan belajar siswa BIPA di mana harus memasukkan pembelajaran budaya lokal, penyajian teks bacaan ini dapat dilakukan secara insidental maupun secara langsung dengan menggunakan model membaca ekstensif. Oleh karena itu, penyusanan materi yang mengintegrasikan unsur budaya sangat direkomendasikan untuk dipilih oleh guru karena membantu siswa BIPA dalam mempelajari prinsip-prinsip yang menarik dan otentik. Pada artikel ini, data diambil dari berbagai penelitian terdahulu yang mencakup penyusunan teks berbasis interkultural, model pembelajaran BIPA, dan berbagai jenis model membaca ekstensif. Data diolah secara deskriptif untuk dapat melahirkan gagasan baru tentang penyusunan bahan ajar sebagai materi pendukung proses belajar mengajar di kelas BIPA. Sebagai hasil dari penelitian ini adalah pengajar BIPA diharapkan dapat menyusun teks bacaan yang memiliki kesamaan topik untuk selanjutnya dapat diimbuhkan dengan latihan praktik. Penyusunan buku teks dengan menitikkberatkan konten berbasis budaya dan dikelompokkan sesuai dengan tingkat kemahiran berbahasa juga dapat meningkatkan kemampuan berpikir kritis bagi para siswa BIPA. Presenting Indonesian text written by combining cultural elements for student learning materials of Indonesian for Foreign Speakers (BIPA) provides many benefits. Apart from being a stimulation to enrich vocabulary, material that contains cultural elements is also a means to promote Indonesian culture. By considering the learning needs of BIPA students who must include local cultural learning, the presentation of this reading text can be done incidentally or directly by using an extensive reading model. Therefore, it is suggested that teachers choose a material that integrates cultural elements since it beneficial for BIPA students to learn interesting and authentic principles. In this article, data is drawn from various previous studies which include compilation of intercultural based texts, BIPA learning models, and various types of extensive reading models. The data is processed descriptively to be able to generate new ideas about the preparation of teaching materials as expected to support the teaching and learning process in BIPA classes.

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“…This is due to the fact that vocabulary plays a major role in concept formation, acculturation, articulation, and all aspects of learning (Gerstenberg, 2015). Studies on vocabulary knowledge have often been focusing on the pedagogical aspects such as vocabulary learning strategies (e.g., Asgari & Mustapha, 2011;Kulikova, 2015), incidental vocabulary acquisition in extensive reading (e.g., Ghanbari & Marzban, 2014;Webb & Chang, 2014), and vocabulary acquisition in several conditions (e.g., Sadeghi, Ellis & Khezrlou, 2017;Teng, 2016). Researchers (e.g., Joyse, 2015, Kaur, 2013Ng & Sappathy 2011) have also established the importance of vocabulary knowledge, not only in the first language (henceforth, L1) but also in the second language (henceforth, L2).…”

Section: Introductionmentioning

confidence: 99%

Lexical Access Patterns of Second Language Speakers of English

Zolkapli

Salehuddin

2019

gema

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Vocabulary plays a major role in concept formation, acculturation, articulation, and all aspects of learning. Unfortunately, although learners may have internalized complex vocabulary through formal learning, they may not have the ability to retrieve known words and concepts or have access to the right words, or lexical access, effectively. This study explores the lexical access patterns of second language speakers of English (ESL). Fifty students from the Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, participated in this research. Twenty-five represented the more proficient ESL speakers whereas the other 25 represented the less proficient ESL speakers. Four pieces of paper, each with a high-frequency word (i.e., "man", "people", "time", "day") printed at the centre of the paper, were distributed to the participants as stimuli for them to create four sets of semantic maps. This paper thus presents a qualitative analysis of the semantic mapping of the word "man" and results show that English language proficiency does affect the way participants activate the words from their mental lexicon. The frequency of the words that were activated from the word "man" in the participants' environment also affects the mapping. The semantic maps produced by the participants reflect ESL speakers' pattern of lexical access, particularly in the manner the words are categorised in their mental lexicon. This study proposes that semantic mapping activity can be used to reflect and analyse ESL speakers' vocabulary development, as well as to reflect ESL speakers' weaknesses in accessing words and their thought patterns in the English language.

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Effect of Extensive Reading on Incidental Vocabulary Retention

Cited by 18 publications

References 9 publications

Students’ Perception of Extensive Reading Activity Through Reading Log

Students’ Perception of Extensive Reading Activity Through Reading Log

Integrating Cultural Materials as the Media for Extensive Reading for Teaching Bahasa Indonesia as Foreign Language

Lexical Access Patterns of Second Language Speakers of English

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