Teaching Extensive Reading in Another Language

Nation, Paul; Waring, Rob

doi:10.4324/9780367809256

Cited by 55 publications

(75 citation statements)

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“…In addition to that, recently, Webb, Sasao, and Ballance (2017) have created the new Vocabulary Level Test (VLT) to measure students' receptive knowledge of higher frequency words (1.000-5.000). Nation and Waring (2019) have suggested that this test is appropriate for assessing students' vocabulary level. Some researchers have investigated both the vocabulary size of L1 and L2 English users.…”

Section: Introductionmentioning

confidence: 99%

English Students’ Vocabulary Size and Level at a Private University in West Java, Indonesia

Siregar

2020

Humaniora

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The research investigated the EFL (English as a Foreign Language) undergraduate students’ vocabulary knowledge (size and level). The research involved 40 second-semester students who were enrolling in two reading courses at an English Department in a private university in West Java, Indonesia. Vocabulary Size Test by Nation and Beglar; and Vocabulary Level Test by Webb, Sasao, and Ballance were used to gain data. It is found that the participants’ average vocabulary size is 8.732,5 word-families. The finding of the research also reveals that only ten students master 1.000-5.000 word-levels. It means that despite a big vocabulary size that many students have, 75% of them only know a limited high and mid-frequency vocabulary. The findings imply that the students still need to read graded readers to master high and mid-frequency levels. The current research project also indicates that the students might have met more low-frequency words than high and mid-frequency words in their language learning prior to their current extensive reading program.

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Section: Introductionmentioning

confidence: 99%

English Students’ Vocabulary Size and Level at a Private University in West Java, Indonesia

Siregar

2020

Humaniora

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“…The first instrument is the Vocabulary Level Test (VLT) of Webb, Sasao, & Ballance (2017). Nation and Waring (2019) has suggested that the test is an appropriate test for assessing students' vocabulary level. This test is employed to get information about students' vocabulary level (1.000-5.000).…”

Section: Methodsmentioning

confidence: 99%

Indonesian EAP Students’ Vocabulary Level and Size: An Empirical Investigation

Siregar

2020

Lingua Cultura

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The research aimed to know to what extent Indonesian English for Academic Purposes (EAP) students master high and midfrequency words (4.000-5.000). Besides, it aimed to know the vocabulary size of Indonesian EAP students. To fill the gap, the research examined 128 Indonesian EAP students from two private universities in Indonesia. To gather its data, the research employed the Vocabulary Level Test of Webb, Sasao, & Ballance, and the Vocabulary Size Test of Nation and Beglar. The research findings indicate that the participants have not yet mastered the high-frequency words and the mid frequency words from 4.000-5.000 word-families. The finding also reveals that the mean scores of the students’ vocabulary range between 6.000 and 10.000. It implies that the previous learning of the participants has not yet facilitated them to learn important vocabulary from 1.000 to 5.000 word-families. Thus, although they have a big vocabulary size, they might face problems when trying to understand some texts. The research findings are expected to increase English teachers’ awareness in general and EAP teachers’ awareness specifically of the importance of facilitating their students to learn high-frequency words.

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“…The most typical use of reading in a foreign language is one that helps the teacher to present and practice specific linguistic itemsvocabulary, grammar, structures, etc. (McQuillan, 2019;Nation & Waring, 2020). Types of reading used in class (intensive reading) and out of class (extensive reading) differ in fulfilment of education goals.…”

Section: Literature Reviewmentioning

confidence: 99%

Authentic Texts with a Person-Centered Message as an Education Resource for Extensive Reading Textbooks

Nikolaeva¹,

Tomskaya²

2021

TSNI 2021 - Textbook: Focus on Students’ National Identity

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The paper offers insights into extensive reading issue in connection with a person-centered approach. The major objective of the study was to ascertain the significance of extensive reading not only for the improvement of language skills in learning English but also in the development of a learner's worldview through reading and discussing authentic texts used as an education resource. Empirical data for the study were authentic texts and graded readers as well as workbooks and manuals as support materials. The methodological approach used in the data analysis is a mixed methodology based on comparison of techniques applied in extensive reading in graded readers and in Russian university educators' workbooks and manuals. The research follows a two-side design worked out by the authors, with the analysis of techniques used in extensive reading and of content features of authentic texts. Drawing upon our findings of application of authentic texts for extensive reading, we propose three main recommendations for making an effective extensive reading textbook, which can contribute both to the improvement of language skills and to the appearance of mental and emotional response to the topics raised in authentic texts. This type of response we consider to be a sign of the developments of students' personality while learning English.

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Teaching Extensive Reading in Another Language

Cited by 55 publications

References 0 publications

English Students’ Vocabulary Size and Level at a Private University in West Java, Indonesia

English Students’ Vocabulary Size and Level at a Private University in West Java, Indonesia

Indonesian EAP Students’ Vocabulary Level and Size: An Empirical Investigation

Authentic Texts with a Person-Centered Message as an Education Resource for Extensive Reading Textbooks

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