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Good Text in, Good Text out: The Impact of Extensive Reading on Lexical Complexity in Second Language Writing

MURPHY ODO DENNIS
현대영어교육학회 (The Modern English Education Society)|2020.05|현대영어교육 (Modern English Education)|제21권 제2호|pp. 14-23|DOI 10.18095/meeso.2020.21.2.14

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Extensive reading (ER) is widely agreed to improve L2 learners’ vocabulary and writing, but the precise effects that ER has on particular characteristics of L2 vocabulary used in L2 writing remain unclear. To address this issue, university level Korean EFL learners in an L2 essay writing class engaged in extensive reading over a semester and wrote argumentative essays about a topic of their choosing. These essays were analyzed for two key indicators of lexical complexity (i.e., lexical density and number of different words) using a computerized text analysis tool. Analysis results generally affirmed previous studies’ conclusions that ER has a positive influence on L2 writing adding that the more words learners read, the greater variety of words they used in their essays. Likewise, in accord with other research showing gains in English word recognition and recall, learners’ perceptions about the difficulty of their ER materials had an effect on the lexical density of their written essays thus providing additional evidence that ER impacts L2 vocabulary use in essay writing. Somewhat unexpectedly, learners’ perceived enjoyment had no effect on either lexical complexity variable which indicates that, contrary to some claims, selecting reading material based on its entertainment value may not actually lead to vocabulary development in L2 writing.

Abstract

Extensive reading (ER) is widely agreed to improve L2 learners’ vocabulary and writing, but the precise effects that ER has on particular characteristics of L2 vocabulary used in L2 writing remain unclear. To address this issue, university level Korean EFL learners in an L2 essay writing class engaged in extensive reading over a semester and wrote argumentative essays about a topic of their choosing. These essays were analyzed for two key indicators of lexical complexity (i.e., lexical density and number of different words) using a computerized text analysis tool. Analysis results generally affirmed previous studies’ conclusions that ER has a positive influence on L2 writing adding that the more words learners read, the greater variety of words they used in their essays. Likewise, in accord with other research showing gains in English word recognition and recall, learners’ perceptions about the difficulty of their ER materials had an effect on the lexical density of their written essays thus providing additional evidence that ER impacts L2 vocabulary use in essay writing. Somewhat unexpectedly, learners’ perceived enjoyment had no effect on either lexical complexity variable which indicates that, contrary to some claims, selecting reading material based on its entertainment value may not actually lead to vocabulary development in L2 writing.

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관련 논문AI추천

L2 Reading Ability and Lexical Writing Development: Does University In-class Extensive Reading Work?김지혜, 전유아한국영어교육학회 · 영어교육2013 · 제68권 제4호The Impact of Extensive Reading and Affective Factors on Achievement in the EFL Writing ClassroomMURPHY ODO DENNIS과학교육연구소 · 교사교육연구2020 · 제59권 제3호Extensive Reading Program in a University Writing Class: Vocabulary Use of Less Proficient Students김봉규팬코리아영어교육학회 · 영어교육연구2012 · 제24권 제2호Lexical Richness in L2 Writing: How Much Vocabulary Do L2 Learners Need to Use?권선희한국영어교육학회 · 영어교육2009 · 제64권 제3호Influences of Writing Genres and Proficiency on Lexical Diversity오희정, 이은희교과교육연구소 · 교과교육학연구2018 · 제22권 제2호How Do EFL University Learners Use Vocabulary Knowledge in Extensive Reading Classes?김지혜팬코리아영어교육학회 · 영어교육연구2021 · 제33권 제2호

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