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Online extensive reading in an EFL context: Investigating reading fluency and perceptions ...
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Two approaches to extensive reading and their effects on L2 vocabulary development ...
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Two approaches to extensive reading and their effects on L2 vocabulary development ...
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Online extensive reading in an EFL context: Investigating reading fluency and perceptions ...
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Reading performance and perceptions of Lao EFL pre-service teachers following a culture of thinking implementation ...
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Reading performance and perceptions of Lao EFL pre-service teachers following a culture of thinking implementation ...
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Online extensive reading in an EFL context: Investigating reading fluency and perceptions
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Bui, Tuan; Macalister, John. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021
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Reading performance and perceptions of Lao EFL pre-service teachers following a culture of thinking implementation
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Phonekeo, Say; Macalister, John. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021
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Storytelling and Teaching English to Young Learners: A Vietnamese case study
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Implementing a Culture of Thinking in Lao EFL Pre-Service Teacher Education: A Case of Reading
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The emerging understandings and practices of task-based language teaching (TBLT) by Thai EFL student teachers
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'O li'ili'I 'o lisega 'o le fanaa'e: Missionary and government influences on Samoan language change 1906-2014
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O Le Si'Osi'Omaga O Le Punafanau Lea O Se Gagana E Ola: The Linguistic Landscape Of Samoa
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Can L1 children's literature be used in the English language classroom? High frequency words in writing for children
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Macalister, John; Webb, Stuart. - : University of Hawaii National Foreign Language Resource Center, 2019. : Center for Language & Technology, 2019
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Abstract:
A challenge in reading research, and particularly extensive reading research, is how to manage the transition from the top of graded reading schemes to authentic texts which may be separated from each other by up to 5,000 word families. While texts written for native-speaker children have been recommended at times, recent research has shown that the lexical load of these texts was of similar difficulty to that of texts written for adults. In this paper we investigate whether it is possible to identify a specialist high frequency list in writing for children, and the impact of any such list on readability for language learners with a 2,000-word family vocabulary size. We found a list of 245 word families provided almost 3.4% coverage for such learners, thus making the use of L1 children’s literature possible in the English language, and especially the English as a foreign language (EFL), classroom.
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Keyword:
children’s literature; English as a foreign language; extensive reading; graded readers; imaginative writing; language learning; vocabulary
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URL: http://hdl.handle.net/10125/66750
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Two approaches to extensive reading and their effects on L2 vocabulary development
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Vocabulary development through reading: A comparison of approaches
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Intertextuality in Kenyan Policy Discourse on the Rights of Women
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Language learner cognition: Exploring adult migrants’ L2 activity beyond the classroom
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Language Learning Strategies: An Action Research Study from a Sociocultural Perspective of Practices in Secondary School English Classes in the Seychelles
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Investigating the Implementation Process of a Curriculum: A Case Study from Papua New Guinea
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