Extensive Reading with Adult Learners of English as a Second Language

Autor/inn/en	Renandya, Willy A.; Rajan, B. R. Sundara; Jacobs, George M.
Titel	Extensive Reading with Adult Learners of English as a Second Language
Quelle	(1999), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English (Second Language); Second Language Learning; Vietnamese; Government Employees; Second Language Instruction; Correlation; Scores; Achievement Gains; Adult Students; Language Proficiency; Regression (Statistics); Predictor Variables; Reading Processes; Foreign Countries; Statistical Analysis; Questionnaires; Language Tests; Measures (Individuals); Student Attitudes; Teaching Methods; Singapore + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrelation; Achievement gain; Leistungssteigerung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Language skill; Language skills; Sprachkompetenz; Regression; Regressionsanalyse; Prädiktor; Leseprozess; Ausland; Statistische Analyse; Fragebogen; Language test; Sprachtest; Messdaten; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Singapur
Abstract	This paper reports on a study of the impact of extensive reading (ER) on the language proficiency of a group of Vietnamese government officials studying English. Two questions were of interest. First, we wanted to examine if ER could be successfully implemented with adult second language learners beyond traditional student age. Secondly, we were interested in the relationship between learning gain and a set of ER variables, such as amount of ER materials read, the extent to which this material was perceived to be a useful and enjoyable activity. The results indicated that older adult second language learners could indeed benefit from a carefully planned and systematically implemented ER program. Further, a regression analysis showed that amount of ER was the only significant predictor of participants' gain scores. (This article was published in "RELC Journal," v30, n1 p39-61 Jun 1999) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01