Impact of Extensive Reading on Young EFL Learners' Vocabulary Knowledge, Reading Proficiency, and Motivation for Learning English

廣泛閱讀課程對青少年學生英語字彙、閱讀能力與學習動機之影響

10.6284/NPUSTHSSR.2011.5(1)1

劉慧如(Hui-Ju Liu)；吳慧良(Hui-Liang Wu)

廣泛閱讀 ； 字彙知識 ； 閱讀能力 ； 學習動機 ； extensive reading ； vocabulary knowledge ； reading proficiency ； learning motivation

人文社會科學研究

5卷1期（2011 / 03 / 01）

1 - 21

英文

本研究之目的在分析廣泛閱讀對於青少年學生在英語字彙、英語閱讀能力與學習動機的影響，為期12周的研究之進行是使用分級讀本，研究之樣本是兩班國中二年級的學生，廣泛閱讀計劃的實施是納入實驗組學生的英文課程當中。以統計方法進行的資料分析在探究下列研究問題：(1)是否這些年輕學生的英語字彙會因廣泛閱讀的實施而有顯著的進步？(2)是否這些年輕學生的閱讀能力會因廣泛閱讀的實施而有顯著的進步？(3)是否廣泛閱讀會對這些年輕學生的英語學習動機有顯著的影響？(4)是否學生們對在英文課程中加入廣泛閱讀持有正面的態度？研究結果發現實驗組的學生在英語字彙與閱讀能力都有顯著的進步，此外，他們的英語學習動機，無論是外在或內在動機，也都因廣泛閱讀有高度顯著的提升，相當高比例的年輕學生也對利用分級讀本來進行廣泛閱讀表示支持，希望這樣的計畫能繼續實施。值得注意的是在研究即將結束時有大約63%的學生同意閱讀可為他們帶來滿足與成就感。

With the use of graded readers, the study intended to analyze whether extensive reading has any impact on vocabulary knowledge, reading proficiency, and learning motivation among young EFL learners. Participants of this study consisted of two classes of second year students at a regular junior high school. An extensive reading program was incorporated into the English classroom curriculum for students assigned to the experimental group. The supplemental extensive reading program lasted for a total of 12 weeks. Statistical methods were employed to ascertain: (1) whether the young learners' vocabulary knowledge significantly improved due to the implementation of a supplementary extensive reading program, (2) whether extensive reading had positive and significant effect on young learners' reading proficiency, (3) whether the extensive reading program had any significant impact on the young learners' motivation in English learning, and (4) whether the students had positive attitude towards the implementation of extensive reading in their regular English curriculum. The findings indicated that both the vocabulary acquisition and reading proficiency of students in the experimental group were significantly enhanced owing to the extensive reading program. Also, extensive reading exerted highly significant effect on student motivation in learning English, including both extrinsic and intrinsic motivation. A very high percentage of the young EFL learners showed favorable attitudes toward the extensive reading program through the use of graded readers and hoped that the program would continue. It is worth noting that near the end of the program, about 63% of the learners agreed that reading could bring them a sense of satisfaction and achievement.

1. Krashen, S. (2006). Pleasure reading. Retrieved on January 17, 2011 from http://www.iatefl.hu/docs/Stephen_Krashen.pdf
2. Bell, T.(1998).Extensive reading: Why? and How?.The Internet TEOSL Journal,4(12)
3. Cheng, C. K.(2003).Extensive reading, word-guessing strategies and incidental vocabulary acquisition.Twelfth International Symposium on English Teaching, Taipei,Taipei:
4. Cho, K. S.,Krashen, S.(1994).Acquisition of vocabulary from the Sweet Valley Kids series: Adult ESL acquisition.Journal of Reading,37,662-667.
5. Day, R. R.,Bamford, J.(2002).Top ten principles for teaching extensive reading.Reading in a Foreign Language,14(2),136-141.
6. Day, R. R.,Bamford, J.(1998).Extensive reading in the second language classroom.Cambridge:Cambridge University Press.
7. Day, R. R.,Omura, C.,Hiramatsu, M.(1991).Incidental EFL vocabulary learning and reading.Reading in a Foreign Language,7,541-551.
8. Deci, E. L.,Ryan, R. M.(1985).Intrinsic motivation and self-determination in human behavior.New York:Plenum.
9. Dӧrnyei, Z.(1994).Motivation and motivating in the foreign language classroom.The Modern Language Journal,78(3),273-284.
10. Dӧrnyei, Z.(2001).Motivational strategies in the language classroom.Cambridge, England:Cambridge University Press.
11. Elley, W. B.(1996).Using book floods to raise literacy levels in developing countries.Promoting reading in developing countries,Newark:
12. Gardner, R. C.(1988).The socio-educational model of second-language learning: Assumptions, findings, and issues.Language Learning,38(1),101-126.
13. Gardner, R. C.,Lambert, W. E.(1959).Motivational variables in second-language acquisition.Canadian Journal of Psychology,13(4),266-272.
14. Gardner, R. C.,MacIntyre, P. D.(1991).An instrumental motivation in language study: Who says it isn't effective?.Studies in Second Language Acquisition,13,57-72.
15. Gardner, R. C.,MacIntyre, P. D.(1993).A student's contributions to second language learning. Part II: Affective variables.Language Teaching,26,1-11.
16. Gardner, R. C.,Smythe, P. C.(1975).Second language acquisition: A social psychological approach.Research Bulletin,332
17. Gardner, R. C.,Tremblay, P. F.(1994).On motivation, research agendas, and theoretical frameworks.The Modern Language Journal,78(3),359-368.
18. Gardner, R.C.(1985).Social Psychology and Second Language Learning: The role of attitudes and motivation.London:Edward Arnold.
19. Grabe, W.(2002).Reading in a second language.The Oxford handbook of applied linguistics,New York:
20. Kao, Y. M.(2004).Taiwan,National Tsing Hua University.
21. Krashen, S.(1994).The pleasure hypothesis.Georgetown University Round Table on Language and Linguistics,Washington, DC:
22. Krashen, S. D.(1989).Language acquisition and language education: Extensions and applications.New York:Prentice-Hall International.
23. Krashen, S. D.(1993).The power of reading.Englewood, CO:Libraries Unlimited.
24. Krashen, S. D.(1985).The input hypothesis: Issues and implications.New York:Longman.
25. Krashen, S. D.,Terrell, D.(1983).The Natural Approach: Language Acquisition in the Classroom.Hayward. CA:Alemany Press.
26. Lai, E. F. K.(1993).Effect of extensive reading on English learning in Hong Kong.CUHK Education Journal,21(1),23-36.
27. Lao, C. Y.,Krashen, W.(2000).The impact of popular literature study on literacy development in EFL: more evidence for the power of reading.System,28,261-270.
28. Mason, B.,Krashen, S.(1997).Extensive reading in English as a foreign language.System,25(1),91-102.
29. Mikulecky, B. S.(1990).,未出版
30. Morrow, L. M.(1996).Research Report #28Research Report #28,Urbana, IL:National Council of Teachers of English.
31. Morrow, L. M.(1996).NCTE Research Report No. 28NCTE Research Report No. 28,未出版
32. Nagy, N. M.,Campenni, C. E.,Shaw, J. N.(2000).,未出版
33. Nagy, W. E.,Herman, P.,Anderson, R.(1985).Learning words from context.Reading Research Quarterly,20(2),233-253.
34. Nagy, W. E.,Scott, J. A.(2000).Vocabulary process.Handbooks of reading research,Mahwah, NJ:
35. Nation, I. S. P.(2001).Learning vocabulary in another language.Cambridge:Cambridge University Press.
36. Nation, P.,Wang, M.(1999).Graded readers and vocabulary.Reading in a Foreign Language,12(2),355-380.
37. Noels, K. A.(2001).Learning Spanish as a second Language: Learners'orientations and perceptions of their teachers' communication style.Language Learning,51(1),107-144.
38. Noels, K. A.,Pelletier, L. G.,Clément, R.,Vallerand, R. J.(2000).Why are you learning a second language? Motivational orientations and self-determination theory.Language Learning,50(1),57-85.
39. Oxford, Rebecca(Ed.)(1996).Language learning motivation: Pathways to new century.Honolulu:University of Hawaii, Second Language Teaching & Curriculum Center.
40. Palmer, H. E.(1968).The scientific study and teaching of languages.Oxford, UK:Oxford University Press.
41. Pigada, M.,Schmitt, N.(2006).Vocabulary acquisition from extensive reading: A case study.Reading in a Foreign Language,18(1),1-28.
42. Renandya, W. A.(2007).The power of extensive reading.RELC Journal,38(2),133-149.
43. Ryan, R. M.,Deci, E. L.(2000).Intrinsic and extrinsic motivations: Classic definitions and new directions.Contemporary Educational Psychology,25,54-67.
44. Ryan, R. M.,Deci, E. L.(2000).Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.American Psychologist,55(1),68-78.
45. Schmidt, R.,Boraie, D.,Kassabgy, O.(1996).Foreign language motivation: Internal structure and external connections.Language learning motivation: Pathways to the new century,Honolulu:
46. Trelease, J.(1995).The read-aloud handbook.New York:Penguin Books.
47. Tsang, W. K.(1996).Comparing the effects of reading and writing on writing performance.Applied Linguistics,17(2),210-233.
48. Tudor, I.,Hafiz, F.(1989).Extensive reading as a means of input to L2 learning.Journal of Research in Reading,12(2),164-178.
49. Walker, C.(1997).A self access extensive reading project using graded readers (with particular reference to students of English for academic purposes).Reading in a Foreign Language,11(1),121-149.
50. Yang, A.(2001).Reading and the non-academic learner: A mystery solved.System,29,451-466.

1. 李孟勲(2016)。再探英語廣泛閱讀成效之後設分析研究。交通大學英語教學研究所學位論文。2016。1-134。