Extensive reading as a means of input to L2 learning

Abstract

A group of ESL learners (n = 16) in the UK were given a 3-month extensive reading programme involving graded readers to test the hypothesis that input of this nature could effect an improvement in their L2 competence. Comparison of pre-and posttreatment tests in reading and writing indicated that subjects had improved significantly in both skills, though particularly in writing. A subsequent more detailed analysis of one of the writing tests (an essay) showed post-treatment gains in number of words written and accuracy of expression. However, subjects' vocabulary base remained relatively unchanged and they used a generally more simple syntax. The experimental treatment thus appears to have encouraged a simpler but more correct form of expression in the L2. These results may relate to the linguistic models provided by the simplified language used in the graded readers. Extensive reading is suggested to have a potential in L2 development terms, teough the effect obtained from any given reading programme may be significantly related to the linguistic form of the material used. RESUM. La lecture &endue comme stimulus d 1 'apprentissage d'une lange deuxiPmeKrashen ktablit une distinction entre deux modes d'apprentissage d'une L2: "Learning" dksigne l'apprentissage conscient de structures et de conventions d'usage, tandis que "acquisition" dksigne un apprentissage presqu'inconscient A partir de I'input ambient semblable au processus par lequel les enfants acquihrent la compktence linguistique de leur L1. Or, une condition a priori pour que 1"'acquisition" puisse avoir lieu est que les apprenants soient exposes A un input en ISSN 0141-0423 $2.00 @ 1989 Journal of Research in Reading (UKRA) EXTENSIVE READING 165L2 qui est abondant, significatif, intkressant ou pertinent, non-structure grammaticalement, et cela dans une ambiance detendue. Malgrk le large inter& accordk aux id& de Krashen dans la literature, relativement peu d'ktudes ont examine I'efficacite rtelle d'une approche basee sur I'input pour I'apprentissage d'une L2.Le present article reprtsente une contribution dans ce domaine et examine l'effet d'un programme de lecture extensive sur le dkveloppement linguistique d'un groupe d'apprenants d'anglais comme L2 (ESL) en Grande Bretagne. La population exphimentale (N = 16; Pge = 10-1 1) fut constituk d'un groupe d'apprenants d'origine pakistanaise residant en Grande Bretagne. Deux groupes analogues (N = 15 dans les deux cas) furent choisis comme groupes temoins. Les trois groupes ont passe, avant et puis a la fin du traitement donne au groupe experimental, une sbie de tests de comprehension et de production Ccrites dtveloppks par la NFER. Le groupe expkrimental a subi 60 heures de lecture extensive 51 raison de 5 sessions hebdomadaires d'une heure pendant 12 semaines sur base de textes en anglais simplifie ("graded readers"). Les deux groupes temoins n'ont subi aucun traitement special a l'exception des tests initiaux et finaux.Les resultats post-traitement rkvtlent des gains significatifs pour tous les tests admini...

Literature in Language Education

“…We have seen something of this work in Section 2.2. above. More specifically, for second language classrooms, the work of Tudor and Hafiz (1989) and Hafiz and Tudor (1989), inspired in particular by Krashen, can be cited. The results of their limited experiments are suggestive rather than any way definitive, but do indicate, within their own constraints, limited gains in the number of words being used, and accuracy of expression, supporting Elley and Mangubhai (1983), and noting that the preferred reading of their learners required to do extensive reading, was for 'story books' (graded readers in this case).…”

The Effect of an Extensive Reading Program on the Writing Performance of Saudi EFL University Students

“…Elley and Mangubhai, 1983;Tudor and Hafiz, 1989;Hafiz and Tudor, 1989;Elley, 1991;Pilgreen and Krashen, 1993;Cho and Krashen, 1994;(1995a);(1995b) ;Constantino, 1994), many teachers are still uncertain about how International Journal of Linguistics ISSN 1948-5425 2014 effective it is. Therefore, in this study the researchers investigate whether Saudi EFL university students' writing performance could improve with extensive reading treatment.…”

The Interrelationship of Instrumental, Integrative, Intrinsic, and Extrinsic Motivations and the Lexical-oriented Knowledge among Persian EFL Language Learners

“…However, most studies have failed to produce findings favoring context-dependent vocabulary learning (e.g. Morgan and Bailey, 1943;Wind and Davidson, 1969;Gershman, 1970, Tudor and Hafiz, 1989, Hulstjin, 1992.…”