Volume 14, No. 1

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    From the Editors
    (University of Hawaii National Foreign Language Resource Center, 2002-04) RFL Staff
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    Collaborations: English in Our Lives, Intermediate 2, Student Book by Jean Bernard, Donna Moss, Lynda Terrill
    (University of Hawaii National Foreign Language Resource Center, 2002-04) Lam, Thuy Da
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    Reading Power (2nd Ed.) and More Reading Power by Beatrice S. Mikulecky, & Linda Jeffries
    (University of Hawaii National Foreign Language Resource Center, 2002-04) Ishida, Saori
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    Extensive Reading and Language Learning: A Diary Study of a Beginning Learner of Japanese
    (University of Hawaii National Foreign Language Resource Center, 2002-04) Leung, Ching Yin
    Motivated by the continued growth of research on extensive reading as well as the positive results from a variety of studies (e.g., Bell, 2001; Camiciottoli, 2001; Elley & Mangubhai, 1983; Mason & Krashen, 1997; Nash & Yuan, 1992; Renandya, Rajan, & Jacobs, 1999; Tse, 1996; Walker, 1997), an investigation was conducted on the impact of extensive reading on an adult's self-study of Japanese over a 20-week period. Data were collected from multiple sources, including a learner diary, audio-recordings from several private tutorial sessions, and vocabulary tests. The results of this study show that extensive reading can enhance vocabulary acquisition and reading comprehension, and promote a positive attitude toward reading. The challenges that the learner encountered during the extensive reading process and how they were dealt with are also addressed.
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    Transfer Effects of Repeated EFL Reading on Reading New Passages: A Preliminary Investigation
    (University of Hawaii National Foreign Language Resource Center, 2002-04) Taguchi, Etsuo ; Gorsuch, Greta J.
    In English as a foreign language (EFL) contexts, there has been a growing recognition that reading provides important opportunities for second language (L2) development in second language learners (Day & Bamford, 1998). This is particularly true in EFL settings in which sources of L2 input are limited (Gebhard, 1996). However, EFL learners face a number of problems effectively utilizing reading as a venue for L2 development. One of the more salient problems is that EFL learners' reading rates may be slow, indicating that they are reading laboriously word by word (Coady, 1979). Mikulecky (1990) suggests that L2 readers are trapped in a feeling of security, in that they believe reading every word leads to better understanding of the text meaning. Unfortunately, such slow reading may discourage learners from practicing reading. It is clear that methods that help students learn to read faster and with better comprehension may encourage students to read more and more fully utilize opportunities for growth in the L2 through reading. This study focuses on one such method -- repeated reading (RR) -- and its use with nine first year Japanese university EFL students of beginner to intermediate English proficiency.