| تعداد نشریات | 24 |
| تعداد شمارهها | 862 |
| تعداد مقالات | 7,672 |
| تعداد مشاهده مقاله | 13,668,628 |
| تعداد دریافت فایل اصل مقاله | 11,743,177 |
The Effect of “Narrow Reading” on Learning Mid-Frequency Vocabulary: The Role of Genre and Author | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| دوره 38، شماره 4، خرداد 2020، صفحه 165-203 اصل مقاله (846.99 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2020.37154.2821 | ||
| نویسندگان | ||
| Elaheh Sotoudehnama* ؛ Marie Ahmadi؛ Maryam Asadi Zarmehri | ||
| Department of English Language and Literature, Faculty of Literature, Alzahra University | ||
| چکیده | ||
| This study investigated the effect of Narrow Reading (NR) on learning mid-frequency words. Vocabulary Size Test (VST) designed by Nation and Beglar (2007) was administered as the first pre-test to 196 students, from among whom 91 students whose vocabulary size ranged between 2100- 3500-word families, , became the target of this study and were randomly classified into four groups. Then another pretest administered was a modified version of Wesche and Paribakht’s Vocabulary Knowledge Scale (VKS) which assessed how well they knew twenty vocabularies derived from the expository and narrative texts. After thirty sessions for direct instruction, VKS was repeated immediately as a posttest to assess vocabulary learning while a month later, VKS was taken as a delayed posttest to assess vocabulary retention. To address research questions, a mixed design factorial ANOVA was conducted. The findings revealed that while the theme was fixed, reading expository texts rather than narrative ones led to the growth in vocabulary knowledge. In addition, the group that read narratives forgot most of the mid-frequency words in the retention phase. As opposed to multi-author texts, reading texts written by one author resulted in a better vocabulary achievement in both learning and retention phases. It was also revealed that there was no interaction between genre and author. In other words, the author was as influential in learning mid-frequency words among expository texts as it was in narrative ones. Finally, it was concluded that NR has a positive effect on learning mid-frequency words. | ||
| کلیدواژهها | ||
| Narrow reading؛ Theme؛ Vocabulary | ||
| مراجع | ||
|
Abdollahi, M., & Farvardin, M. T. (2016). Demystifying the effect of narrow reading on EFL learners’ vocabulary recall and retention. Education Research International, 2016. Article ID 5454031, 1-10. DOI: 10.1155/2016/5454031
Ahmadi, A., & Poordaryaie, N. (2015). Evaluating the effectiveness of narrow reading on vocabulary development among EFL learners in Bastak town. The Indian Journal of Fundamental and Applied Life Sciences, 5(S4), 844-864.
Alderson, J.C., & Urquhart, A.H. (1984). Postscript on Hosenfeld. In J.C Alderson & A.H., Urquhart (Eds). Reading in a Foreign Language (pp. 245-249). London: Longman.
Ausubel, D. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.
Bardhoshi, G., & Erford, B. T. (2017). Processes and procedures for estimating score reliability and precision. Measurement and Evaluation in Counseling and Development, 50(4), 256-263.
Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. NY: Guilford Press.
Brown, H. D. (2007). Principles of language learning and teaching. NY: Pearson Education, Inc.
Brown, J. (2009). The great Egyptian grave robbery: Flat Stanley's Worldwide Adventures Series. New York, NY: HarperCollins.
Cho, K. S., Ahn, K. O., & Krashen, S. (2005). The effects of narrow reading of authentic texts on interest and reading ability in English as a foreign language. Reading Improvement, 42(1), 58- 64.
Cobb, T. (2007). Computing the vocabulary demands of L2 reading. Language Learning & Technology, 11(3), 38-63.
Elley, W. B. (1991). Acquiring literacy in a second language: The effect of book‐based programs. Language learning, 41(3), 375-411. Doi: 10.1111/j.1467-1770.1991.tb00611.x
Filer, J. (2003). The mystery of Egyptian mummy. London: British Museum Press.
Filer, J. (2005). Pyramids. United States of America: Oxford University Press.
Folse, K. (2010). Is explicit vocabulary focus the reading teacher's job? Reading in a Foreign Language, 22(1), 139- 160. Retrieved from https://files.eric.ed.gov/fulltext/EJ887885.pdf
Gardner, D. (2008). Vocabulary recycling in children's authentic reading materials: A corpus-based investigation of narrow reading. Reading in a Foreign Language, 20(1), 92-122.
Retrieved from http://files.eric.ed.gov/fulltext/EJ793218.pdf
Gorman, A. M. (1961). Recognition memory for nouns as a function of abstractness and frequency. Journal of experimental psychology, 61(1), 23-29.
Hafiz, F. M., & Tudor, I. (1989). Extensive reading and the development of language skills. ELT Journal, 43(1), 4-13. doi:10.1093/elt/43.1.4
Hall, J. F. (1954). Learning as a function of word-frequency. The American journal of psychology, 67(1), 138-140.
Hansen, L. E., & Collins, P. (2015). Revisiting the case for narrow reading with English language learners. The Reading Matrix: An International Online Journal, 15(2). Retrieved from http://www.readingmatrix.com/files/13-ro1o846k.pdf
Hatch, E., & Farhady, H. (2002). Research design and statistics. Tehran, Tehran: Rahnama Publications.
Horst, M., Cobb, T., & Meara, P. (1998). Beyond a clockwork orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 11, 207-223.
Retrieved from http://nflrc.hawaii.edu/rfl/PastIssues/rfl112horst.pdf
Horst, M., Collins, L., & Cardoso, W. (2009). Focus on vocabulary in ESL teacher talk. In the annual conference of the American Association for Applied Linguistics. Denver, Colorado.
Hunt, A., & Beglar, D. (2005). A framework for developing EFL reading vocabulary. Reading in a Foreign Language 17(1), 23-59.
Jenkins, J. R., M.L. Stein & Wysocki, K. (1984). Learning vocabulary through reading. American Educational Research Journal, 21,767-787. DOI:10.3102/00028312021004767
Kang, E. Y. (2015). Promoting L2 vocabulary learning through narrow reading. RELC Journal, 46(2), 165-179. DOI:10.1177/0033688215586236
Krashen, S. (1981). The case for narrow reading. TESOL Newsletter, 15, 23-25.
Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal, 73(4), 440-464.
Krashen, S. (2004). The case for narrow reading. Language Magazine, 3(5), 17-19. Retrieved from http://www.sdkrashen.com/content/articles/narrow
Kyongho, H., & Nation, P. (1989). Reducing the vocabulary load and encouraging vocabulary learning through reading newspapers. Reading in a Foreign Language, 6(1), 323-335.Retrieved from
https://www.victoria.ac.nz/lals/about/staff/publications/paul-nation/1989-Hwang-Newspapers.pdf
Laufer, B. (1996). The lexical threshold of second language reading comprehension: What it is and how it relates and how it relates to L1 reading ability. In K. Saja-Vaara, & C. Fairweather (Eds.), Approaches to Second Language Acquisition (pp. 55-62).Jyvaskyla, Finland: University of Jyvaskyla.
Laufer, B., & Rozovski-Roitblat, B. (2011). Incidental vocabulary acquisition: The effects of task type, word occurrence, and their combination. Language Teaching Research, 15(4), 391-411. Retrieved from
Machen, A. (2010). The shining pyramid. Whitefish, Montana: Kessinger Publishing.
Mackey, A., & Gass, S.M. (2005). Second language research: Methodology and design. London: Lawrence Erlbaum.
Meara, P. M., & Milton, J. (2003). X_Lex: The Swansea vocabulary levels test. Newbury: Express Publishing.
Nagy, W. E., Anderson, R. C., & Herman, P. A. (1987). Learning word meanings from context during normal reading. American educational research journal, 24(2), 237-270. https://doi.org/10.3102/00028312024002237
Nation, I. S. P. (1982). Beginning to learn foreign vocabulary: A review of the research. RELC Journal, 13, 14-36. DOI: 10.1177/003368828201300102
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. United Kingdom: Cambridge United Press.
Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63(1), 59–82. Retrieved from https://www.lextutor.ca/cover/papers/nation_2006.pdf
Nation, I. S. P., & Beglar, D. (2007). A vocabulary size test. The language teacher, 31(7), 9-13.
Nation, P. (1997). The language learning benefits of extensive reading. LANGUAGE TEACHER-KYOTO-JALT-, 21(5), 13-16. Retrieved from http://www.victoria.ac.nz/lals/about/staff/publications/paul-nation/1997-Benefits-of-ER
Nation, P. (2012). The vocabulary size test. Retrieved from https://www.victoria.ac.nz/lals/about/staff/publications/paul-nation/Vocabulary-Size-Test-information-and-specifications.pdf
Nation, P. (2014). How much input do you need to learn the most frequent 9,000 words? Reading in a Foreign Language, 26(2), 1. Retrieved from http://nflrc.hawaii.edu/rfl/October2014/articles/nation.pdf
Paya-Guerrero, M., & Segura, M. L. E. (2015). EFL vocabulary acquisition: Narrow reading versus reading plus vocabulary-enhancement activities. A case study with Spanish secondary school students. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, 24, 93-105. Retrieved from http://www.ugr.es/~portalin/articulos/PL_numero24/7MARAVILLAS.
Perry, D., & MacDonald, P. (2001). Word knowledge and vocabulary instruction. Paper presented in the International conference on engineering education, 6-10 August, Olso, Norway.
Pigada, M., & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18, 1-28. Retrieved from http://nflrc.hawaii.edu/rfl/April2006/pigada/pigada.pdf
Saragi, T., Nation, I. S. P., & Meister, G. F. (1978). Vocabulary learning and reading. System, 6(2), 72-78. DOI: 10.1016/0346-251X (78)90027-1
Satarsyah, C., Nation, I. S. P., ＆ Kennedy, G. (1994). How useful is EAP vocabulary for ESP? RELC Journal, 25(2), 34-50. DOI: 10.1177/003368829402500203
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. London: Palgrave Macmillan.
Schmitt, N., & Carter, R. (2000). The lexical advantages of narrow reading for second language learners. TESOL Journal, 9(1), 4-9. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.707.3992&rep=rep1&type=pdf
Schmitt, N., & Schmitt, D. (2014). A reassessment of frequency and vocabulary size in L2 vocabulary teaching. Language Teaching, 47(04), 484-503.Retrieved from http://eprints.nottingham.ac.uk/32297/1/A_Reassessment_of_Frequency_and_Vocabulay_Size_in_Vocabulary_Teaching_-_Final.pdf
Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behavior of two new versions of the Vocabulary Levels Test. Language Testing, 18(1), 55-88.
Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York, NY: Guilford Press.
Stine, R. L. (1993). The curse of the mummy's tomb. Sydney, New South Wales: Scholastic Australia.
Stine, R. L. (2006). Return of the mummy. Logan, Utah: Perfection Learning Corporation.
Taplin, S. (2003). Mummies & pyramids. New York, NY: Scholastic INC.
Tinkham, T. (1997). The effects of semantic and thematic clustering on the learning of second language vocabulary. Second language research, 13(2), 138-163. DOI:10.1191/026765897672376469
Waring, R. (2002). Scales of vocabulary knowledge in second language vocabulary assessment. Kiyo, The Occasional Papers of Notre Dame Seishin University, 46(1), 35-41.
Waring, R., & Takaki, M. (2003). At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign Language, 15(2), 130–163.
Webb, S. (2005). Receptive and productive vocabulary learning: The effect of reading and writing on word knowledge. Studies in Second Language Acquisition, 27 (1), 33-52. DOI:10.1017/S0272263105050023
Webb, S. (2007a). Learning word pairs and glossed sentences: The effects of a single context on vocabulary knowledge. Language Teaching Research, 11(1), 63-81. DOI:10.1177/1362168806072463
Webb, S., & Rodgers, M. P. (2009). Vocabulary demands of television programs. Language Learning, 59(2), 335-366. DOI: 10.1111/j.1467-9922.2009.00509.x
Webb, S., & Rodgers, M. P. (2009). The lexical coverage of movies. Applied Linguistics, 30(3), 407-427. DOI:10.1093/applin/amp010
Wesche, M., & Paribakht, T. S. (1996). Assessing Second Language Vocabulary Knowledge: Depth versus Breadth. Canadian Modern Language Review, 53(1), 13-40. Retrieved from https://eric.ed.gov/?id=EJ535872
Woods, M., & Woods, M. B. (2008). The tomb of King Tutankhamen. Minneapolis, Minnesota: Twenty-First Century books.
Yang, A. (2001). Reading and the non-academic learner: a mystery solved. System, 29(4), 451–466. DOI: 10.1016/S0346-251X (01)00038-0 | ||
|
آمار تعداد مشاهده مقاله: 978 تعداد دریافت فایل اصل مقاله: 665 |
||