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L2 Reading Ability and Lexical Writing Development: Does University In-class Extensive Reading Work?

Title
L2 Reading Ability and Lexical Writing Development: Does University In-class Extensive Reading Work?
Author
전유아
Keywords
extensive reading; graded readers; L2 reading ability; speed reading; lexical L2 writing
Issue Date
2013-12
Publisher
Korea Association of Teachers of English
Citation
English Teaching, 68, 4, 89-115.
Abstract
Although reading is part and parcel for the development ofL2 literacy skills, such as in reading and writing, the skill has been practiced more often for grammar instruction and literal translation in EFL contexts. While realizing there is less focus on the development of L2 skills through extensive reading (ER) in EFL university contexts, the purpose of the present study was to explore the outcome of an in-class ER approach in English university classrooms. With 249 students, the study reports on the implementation of a university level ER class and the outcome for L2 development via the measures of L2 reading speed, L2 speed reading comprehension, and L2 lexical writing ability. Results indicated positive outcomes for the development of students' L2 reading ability, productive retrieval of academic words and lexical variety. The outcome of the ER program validates the effort and time expended on such programs when graded readers are utilized at matching student Lexile levels.
URI
http://eds.a.ebscohost.com/eds/detail/detail?vid=0&sid=612b524d-8682-430e-a0ed-e599fb769256%40sessionmgr4008&bdata=Jmxhbmc9a28mc2l0ZT1lZHMtbGl2ZQ%3d%3d#db=mzh&AN=2014650685http://hdl.handle.net/20.500.11754/45849
ISSN
1017-7108
DOI
10.15858/engtea.68.4.201312.89
Appears in Collections:
COLLEGE OF EDUCATION[S](사범대학) > ENGLISH LANGUAGE EDUCATION(영어교육과) > Articles
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