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Reading collocations in an L2: do collocation processing benefits extend to non-adjacent collocations?
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How much collocation knowledge do L2 learners have?: the effects of frequency and amount of exposure
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The PHaVE List: a pedagogical list of phrasal verbs and their most frequent meaning senses
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Assessing vocabulary size through multiple-choice formats: issues with guessing and sampling rates
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How much vocabulary is needed to use English? Replication of van Zeeland & Schmitt (2012), Nation (2006) and Cobb (2007)
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Jumping from the highest graded readers to ungraded novels: Four case studies
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Abstract:
This study follows a small group of learners in the UK to the end of a graded reading program using the Cambridge Readers and investigates whether this particular graded reading series provides a bridge to reading unsimplified novels for pleasure. The participants’ reading comprehension, reading rates, vocabulary text coverage, and overall affect were measured and used for comparison between two of the highest level Cambridge Readers and two ungraded novels. The four books were also analysed to investigate the potential ‘gap’ in vocabulary coverage between graded and ungraded fiction. The overall results revealed that learners can progress from a graded reading program using the Cambridge Readers to reading unsimplified novels for pleasure, but are likely to experience a reduction in vocabulary coverage from over 98% to around 95%. It was also found that the gap between graded and unsimplified novels may not be as big as previously thought.
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Keyword:
extensive reading; graded readers; reading comprehension; reading pleasure; reading speed
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URL: http://hdl.handle.net/10125/66691
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7 |
A reassessment of frequency and vocabulary size in L2 vocabulary teaching
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Jumping from the highest graded readers to ungraded novels: four case studies
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Size and depth of vocabulary knowledge: what the research shows
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Lexical Coverage in L1 and L2 Listening Comprehension: The Same or Different from Reading Comprehension?
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19 |
Lexical Coverage in L1 and L2 Listening Comprehension: The Same or Different from Reading Comprehension?
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