Volume 32, No. 1

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https://hdl.handle.net/10125/67775

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Now showing 1 - 5 of 5
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    Teaching extensive reading in another language by I.S.P. Nation & Rob Waring
    (University of Hawaii National Foreign Language Resource Center, 2020-04-15) Tabata-Sandom, Mitsue
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    Incidental L2 vocabulary learning: Recent developments and implications for future research
    (University of Hawaii National Foreign Language Resource Center, 2020-04-15) Thomas, Nathan
    The incidental or implicit learning of vocabulary has long been a topic of interest in various disciplines. In studies on foreign language acquisition, reading is often the activity that researchers use to generate their findings. Reading in a Foreign Language has maintained its position at the forefront of this research, consistently publishing manuscripts that support or refute previous findings, improve upon past research designs, or offer new perspectives on existing issues. The current article adds to this ongoing collection of texts by first discussing, in brief, the extent to which incidental vocabulary learning has been shown to be possible in past research. It then discusses recent innovations in research, homing in on two studies in particular that have been selected due to their unique implications for research and practice: the use of codeswitched texts and a new construct, dynamic exposure. The discussion section will expand on the ideas these studies introduce, suggesting future directions for research and further implications for practitioners.
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    Goal setting and learners’ motivation for extensive reading: Forming a virtuous cycle
    (University of Hawaii National Foreign Language Resource Center, 2020-04-15) Mikami, Yuka
    This study applied a qualitative approach and investigated the processes of motivational change through goal setting in extensive reading (ER). The one-year ER program integrating goal setting was introduced in a Japanese university. Interviews were conducted with four selected participants from among 23 students. The results revealed different patterns in students’ motivational change associated with goal setting. When students used goal setting effectively, they felt a sense of achievement, enhanced their intrinsic motivation and self-efficacy, and formed a virtuous cycle toward new goals. On the other hand, when students were unable to use goal setting effectively, they repeatedly failed to achieve goals and seemed less motivated to read. This paper discusses ways to set appropriate goals for increasing reading motivation.
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    The role of vocabulary breadth and depth in IELTS academic reading tests
    (University of Hawaii National Foreign Language Resource Center, 2020-04-15) Chen, Chen
    This study explored the role of vocabulary breadth and depth in second language learners’ performance in IELTS academic reading tests in China. Sixty-two Chinese learners of English as a foreign language completed a vocabulary size test, a vocabulary depth test, and an IELTS reading test. Results showed that vocabulary breadth and depth both correlated significantly with IELTS reading test scores. With regard to different IELTS question types, vocabulary breadth correlated significantly with True/False/Not Given questions, whereas vocabulary depth correlated more significantly with Multiple Choice, Matching Headings, and Sentence Completion tasks. Results of a multiple regression model indicated the increase of vocabulary size needed to improve certain IELTS band scores. This study has theoretical implications for broadening the conceptualisation of vocabulary depth, as well as pedagogical implications for supporting students’ second language reading development.
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    From the Editors
    (University of Hawaii National Foreign Language Resource Center, 2020-04-15) Reading in a Foreign Language