Graded Reading Instruction for Vocabulary Acquisition
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초록
The purpose of this study is to identify the effect of learner- centered Graded reading on L2 vocabulary acquisition. Language learners recognized the meanings of new words and built up vocabularies as a result of content-based graded reading. This study also shows what level of texts in the reading is needed for learner-based voluntary reading, where learners are able to get lexical acquisition little by little. To identify this purpose, it is proven that graded reading with a wide variety of books develops a bunch of sight vocabularies. In addition, Extensive Reading in terms of many repeated words in the texts explains more language ability with learners’ own critical thinking Findings also suggest that learners with less linguistic competence could have greater incidental word learning gains than those with more linguistic ability. In this study, 35 Korean college students using Graded readers participated in the experimental group, while 35 Korean college students who were taught with Intensive reading method were the control group for experimental subjects. This research implies Graded reading can have a greater effect on the vocabulary growth than Intensive reading in the course of foreign language instructions as well.
Abstract
The purpose of this study is to identify the effect of learner- centered Graded reading on L2 vocabulary acquisition. Language learners recognized the meanings of new words and built up vocabularies as a result of content-based graded reading. This study also shows what level of texts in the reading is needed for learner-based voluntary reading, where learners are able to get lexical acquisition little by little. To identify this purpose, it is proven that graded reading with a wide variety of books develops a bunch of sight vocabularies. In addition, Extensive Reading in terms of many repeated words in the texts explains more language ability with learners’ own critical thinking Findings also suggest that learners with less linguistic competence could have greater incidental word learning gains than those with more linguistic ability. In this study, 35 Korean college students using Graded readers participated in the experimental group, while 35 Korean college students who were taught with Intensive reading method were the control group for experimental subjects. This research implies Graded reading can have a greater effect on the vocabulary growth than Intensive reading in the course of foreign language instructions as well.
참고문헌 (25)
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