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Extensive reading as a means of input to L2 learning
Author(s) -
Tudor Ian,
Hafiz Fateh
Publication year - 1989
Publication title -
journal of research in reading
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.077
H-Index - 51
eISSN - 1467-9817
pISSN - 0141-0423
DOI - 10.1111/j.1467-9817.1989.tb00164.x
Subject(s) - vocabulary , reading (process) , competence (human resources) , linguistics , psychology , syntax , expression (computer science) , test (biology) , extensive reading , simple (philosophy) , mathematics education , cognitive psychology , computer science , social psychology , paleontology , philosophy , biology , programming language , epistemology
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 post‐treatment 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.