Extensive Reading and Incidental Vocabulary Acquisition: The Case of a Predominant Language Classroom Input

Abdullah Alsaif, Ahmed Masrai

Abstract


A considerable body of research has investigated the effectiveness of extensive reading on incidental vocabulary acquisition in second language (L2) learners. However, we still know very little about the relationship between extensive reading and vocabulary development among Saudi learners of English as a foreign language (EFL) where language classroom is the predominant source of learning, if not the only one. In the present case study, a single participant was instructed to read extensively for eight weeks as an informal activity outside the classroom. The participant’s written receptive vocabulary knowledge was measured before and after the treatment. Results indicated that extensive reading contributed largely to the participant’s vocabulary gain, suggesting that a vocabulary uptake of about eight words from extensive reading intervention has occurred compared to about two words per contact hour from language classroom input where reading texts are short and scattered throught the textbook. Finding is interpreted in order to provide some pedagogical recommendations.

Keywords


Extensive Reading, Vocabulary Acquisition, Incidental Learning, Second Language, Informal Activities

Full Text:

PDF

References


Alahirsh, H. (2014). Exploring the Effectiveness of Extensive Reading on Incidental Vocabulary Acquisition by EFL Learners: An Experimental Case Study in A Libyan University, (Unpublished PhD thesis). University of Nottingham.

Al-Akloby, S. (2001). Teaching And Learning English Vocabulary In Saudi Arabian Public Schools: An Exploratory Study Of Some Possible Reasons Behind Students’ Failure To Learn English Vocabulary, (Unpublished PhD thesis). University Of Essex.

Al-Hazemi, H. (1993). Low Level EFL Vocabulary Tests for Arabic Speakers, (Unpublished PhD thesis). University of Wales, Swansea.

Alhazmi, K. (2018). Arabic EFL Learners’ Low-Level Reading Difficulties: Processing Problems or Knowledge Problems? Unpublished PhD dissertation: Swansea University, UK.

Al-Homoud, F., & Schmitt, N. (2009). Extensive reading in a challenging environment: a comparison of extensive and intensive reading approaches in Saudi Arabia. Language Teaching Research, 13(4), 383-401.

Al-Nujaidi, A. (2004). The impact of extensive reading on EFL vocabulary development. Unpublished paper presented at the TESOL Arabia conference: Dubai, UAE.

Alsaif, A. (2011). Investigating Vocabulary Input And Explaining Vocabulary Uptake among EFL Learners in Saudi Arabia, (Unpublished PhD thesis). Swansea University, UK.

Alsaif, A., & Milton, J. (2012). Vocabulary input from school textbooks as a potential contributor to the small vocabulary uptake gained by English as a foreign language learners in Saudi Arabia. The Language Learning Journal, 40(1), 21-33.

Alshwairkh, S. A. (2004). Learning Vocabulary Through Internet Reading: Approaches and Attitudes of ESL MBA Students. Unpublished doctoral dissertation: Indiana University of Pennsylvania, Indiana, PA.

Asraf, M. R., & Ahmed, I. S. (2003). Promoting English language development and the reading habit among students in rural schools through the guided extensive reading program. Reading in A Foreign Language, 15(2), 83-102.

Bell, T. (2001). Extensive reading: speed and comprehension. The Reading Matrix, 1.

Brown, R., Waring, R., & Donkaewbua, S. (2008). Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Reading in A Foreign Language, 20(2), 136-163.

Carrell, P. L., & Carson, J. G. (1997). Extensive and intensive reading in an EAP setting. English for Specific Purpose, 16, 47-60.

Chamot, A., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22, 13-24

Cho, K-S., & Krashen, S. (1994). Acquisition of vocabulary from the Sweet Valley Kids Series: Adult ESL acquisition. Journal of Reading, 37, 662-667.

Day, R., & Bamford, J. (1998). Extensive Reading in The Second Language Classroom. Cambridge: Cambridge University Press.

Day, R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in A Foreign Language, 14(2), 136-141.

Day, R., Omura, C., & Hiramatsu, M. (1991). Incidental EFL vocabulary learning and reading. Reading in A Foreign Language, 7(2), 541-551.

Ellis, R. (2005). Principles of instructed language learning. System, 33, 209-224.

Grabe, W., & Stoller, F. L. (1997). Reading and vocabulary development in a second language: A case study. In: J. Coady, & T. Huckin, (Eds.), Second Language Vocabulary Acquisition: A Rationale for Pedagogy (pp. 98-122). Cambridge: Cambridge University Press.

Griffiths, C. (2004). Language learning strategies: Theory and research. Occasional paper no.1. School of foundations Studies, AIS St Helens, Auckland, New Zealand.

Hafiz, F. M., & Tudor, I. (1989). Extensive reading and the development of language skills. ELT Journal, 34, 5-13.

Harrington, M., & Carey, M. (2009). The on-line yes/no test as a placement tool. System, 37(4), 614-626.

Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement study. Canadian Modern Language Review, 61(3), 355-382.

Hulstijn, J. (1993). When do foreign-language readers look up the meaning of unfamiliar words? the influence of task and learner variables. The Modern Language Journal, 77, 139-147.

Krashen, S. (1985). The Input Hypothesis: Issues and Implications. London: Longman.

Laufer, B., & Ravenhorst-Kalovski, G. C. (2010). Lexical threshold revisited: lexical text coverage, learners’ vocabulary size and reading comprehension. Reading in A Foreign Language, 22(1), 15-30.

Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25, 91-102.

Masrai, A. (2015). Investigating and Explaining the Relationship Between L1 Mental Lexicon Size and Organisation and L2 Vocabulary Development. Doctoral Dissertation: Swansea University, UK.

Masrai, A. (2019a). Vocabulary and reading comprejension revisited: Evidence for high, mid and low-frequency vocabulary knowledge. Sage Open, 9(2), 1-13.

Masrai, A. (2019b). Can L2 phonological vocabulary knowledge and listening comprehension be developed through extensive movie viewing? The case of Arab EFL learners. International Journal of Listening. (Ahead of print).

Masrai, A., & Milton, J. (2012). The vocabulary knowledge of university students in Saudi Arabia. TESOL Arabia Perspectives, 19(3), 13-20.

Masrai, A., & Milton, J. (2018a). Measuring the contribution of academic and general vocabulary knowledge to learners’ academic achievement. Journal of English for Academic Purposes, 31, 44-57.

Masrai, A., & Milton, J. (2018b). The role of informal learning activities in improving L2 lexical access and acquisition in L1 Arabic speakers learning EFL. The Language Learning Journal, 46(5), 594-604.

Meara, P. (1995). Single-subject studies of lexical acquisition. Second Language Research, 11(2), i-iii.

Milton, J. (2008). Vocabulary uptake from informal learning tasks. The Language Learning Journal, 36, 227-237.

Milton, J. (2009). Measuring Second Language Vocabulary Acquisition. Bristol: Multilingual Matters.

Mochida, K., & Harrington, M. (2006). The yes/no test as a measure of receptive vocabulary knowledge. Language Testing, 23(1), 73-98.

Nation, P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.

Nation, P. (2006). How large vocabulary is needed for reading and listening? The Canadian Modern Language Review, 63, 59-82.

Nishino, T. (2007). Beginning to read extensively: A case study with Mako and Fumi. Reading in A Foreign Language, 19(2), 76-105.

Pigada, M., & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in A Foreign Language, 18, 1-28.

Robb, T. N., & Susser, B. (1989). Extensive reading vs. skills building in an EFL context. Reading in A Foreign Language, 5, 239-251.

Scharle, A., & Szabó, A. (2000). Learner Autonomy: A Guide to Developing Learner Responsibility. Cambridge: Cambridge University Press.

Schmitt, N., & Schmitt, D. (2014). A reassessment of frequency and vocabulary size in L2 vocabulary teaching. Language Teaching, 47(4), 484-503.

Wesche, M., & Paribakht, S. T. (1996). Assessing second language vocabulary knowledge: depth vs. breadth. Canadian Modern Language Review, 53, 13-39.

Yang, A. (2001). Reading and the non-academic learner: A mystery solved. System, 29, 451-466.




DOI: https://doi.org/10.7575/aiac.ijels.v.7n.2p.39

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.