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L2 Reading Ability and Lexical Writing Development: Does University In-class Extensive Reading Work?open accessL2 Reading Ability and Lexical Writing Development: Does University In-class Extensive Reading Work?

Other Titles
L2 Reading Ability and Lexical Writing Development: Does University In-class Extensive Reading Work?
Authors
Kim, JihyeCHON, Yuah
Issue Date
Dec-2013
Publisher
한국영어교육학회
Keywords
extensive reading; graded readers; L2 reading ability; speed reading; lexical L2 writing
Citation
영어교육, v.68, no.4, pp.89 - 115
Indexed
KCI
Journal Title
영어교육
Volume
68
Number
4
Start Page
89
End Page
115
URI
https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/161230
DOI
10.15858/engtea.68.4.201312.89
ISSN
1017-7108
Abstract
Although reading is part and parcel for the development of L2 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’ L2reading 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.
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CHON, Yuah
COLLEGE OF EDUCATION (DEPARTMENT OF ENGLISH LANGUAGE EDUCATION)
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