A Trial of English Extensive Reading in Class and the Change of Writing Proficiency : A case of Japanese University Students

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  • 授業内英語多読の試みと英語ライティング力の変化 : 日本人大学生の場合
  • ジュギョウ ナイ エイゴ タドク ノ ココロミ ト エイゴ ライティングリョク ノ ヘンカ : ニホンジン ダイガクセイ ノ バアイ

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Abstract

Based upon the Input Hypothesis of Krashen (1982), an extensive reading (ER) programwas conducted for one semester in Japanese university classes. It was done in an attemptto give a large amount of comprehensible input to the learners with comparativelylow English proficiencies. The students met once a week and read Graded Readers for20-30 minutes each time for 12 weeks. The books they read were of their own choice.Before and after the period, they were asked to write English essays. As a result, it wasfound that their fluency in written English increased 1.7 times after the term, and thatthose who read more words in the period showed a better accuracy level when judgedfrom the rate of Global-error-free T-units (GEFTs) in their essays. Even though the termof the trial was short (12 weeks), a trend was observed that ER was effective for the studentswhose English levels were not high.

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