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AA12043414-20160000-0065.pdf
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Title |
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Extensive reading in a university EFL classroom : issues of fluency, vocabulary, and proximity
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大学英語教育における多読の実践 : 速読と語彙の増加について
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Kana |
ダイガク エイゴ キョウイク ニ オケル タドク ノ ジッセン : ソクドク ト ゴイ ノ ゾウカ ニ ツイテ
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Daigaku eigo kyoiku ni okeru tadoku no jissen : sokudoku to goi no zoka ni tsuite
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Shea, David P.
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Kana |
シェイ, デビット
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Affiliation |
慶應義塾大学商学部准教授
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慶應義塾大学外国語教育研究センター
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ケイオウ ギジュク ダイガク ガイコクゴ キョウイク ケンキュウ センター
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Keio gijuku daigaku gaikokugo kyoiku kenkyu senta
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2016
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慶應義塾外国語教育研究
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Journal of foreign language education
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13
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2016
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65
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83
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Abstract |
As universities move to offer content classes in the medium of English, students face the challenge to handle large amounts of reading. Research in English as a Foreign Language (EFL) suggests that extensive reading (ER) can strengthen fluency as well as improve attitudes toward reading. While most ER researchers recommend graded readers, sociocultural approaches suggest that shared texts may also prove effective. In this paper, I report on a qualitative investigation of a required first-year reading class which incorporated selective components of ER : a large quantity of interesting text, read for enjoyment with a focus on meaning, not translation. Students overwhelmingly endorsed ER, reporting faster reading speeds and more positive attitudes, yet a number of students felt that their vocabulary declined, due to skipping unknown words. However, diagnostic tests suggested that although academic vocabulary may have declined slightly, general vocabulary likely increased. While a modified ER approach may be effective, it may be helpful to supplement reading with vocabulary practice and to "sell" students on the idea of ER.
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Departmental Bulletin Paper
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