Vocabulary Input through Extensive Reading: A Comparison of Words Found in Children's Narrative and Expository Reading Materials

Gardner, Dee

doi:10.1093/applin/25.1.1

Cited by 90 publications

(68 citation statements)

References 43 publications

(67 reference statements)

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“…The present study expanded upon recent corpus-driven research on television programs (Webb & Rodgers, 2009a), narrow viewing (Rodgers & Webb, in press), and narrow reading (Gardner, 2004;Hwang & Nation, 1989;Schmitt & Carter, 2000;Sutarsyah, Nation, & Kennedy, 1994) by looking at the vocabulary in pairs of television programs with related content in comparison to sets of random television programs. The analysis should provide some indication of the extent to which vocabulary is likely to reoccur within related programs and unrelated programs.…”

Section: Discussionmentioning

confidence: 99%

Selecting Television Programs for Language Learning: Investigating Television Programs from the Same Genre

Webb

2011

ijes

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The scripts of 288 television episodes were analysed to determine the extent to which vocabulary reoccurs in television programs from the same subgenres and unrelated television programs from different genres. Episodes from two programs from each of the following three subgenres of the American drama genre: medical, spy/action, and criminal forensic investigation were compared with different sets of random episodes. The results showed that although there were an equivalent number of running words in each set of episodes, the episodes from programs within the same subgenre contained fewer word families than random programs. The findings also showed that low frequency word families (4000-14,000 levels) reoccur more often in programs within the same subgenre. Together the results indicate that watching programs within the same subgenre may be an effective approach to language learning with television because it reduces the lexical demands of viewing and increases the potential for vocabulary learning. KEYWORDS:Comprehension, corpus linguistics, genre, incidental vocabulary learning, television, vocabulary coverage, word frequency. RESUMENLos guiones de 288 episodios televisivos se analizaron para determinar el alcance de la recursividad del vocabulario en programas de televisión del mismo subgénero y en programas no relacionados de géneros diferentes. Se compararon episodios de tres subgéneros del drama americano: médico, de espías/acción y de investigación forense, con varios grupos de episodios elegidos al azar. Los resultados muestran que, aunque el número de palabras en cada grupo de episodios era equivalente, los episodios del mismo subgénero contienen menos familias de palabras que aquellos elegidos al azar. Los hallazgos mostraron que las familias de baja frecuencia (niveles de 4.000-14.000) se repiten con más frecuencia en los programas del mismo subgénero. En conjunto, los resultados indican que el visionado de programas del mismo subgénero puede ser un método efectivo para aprender el lenguaje por medio de la televisión porque reduce la demanda léxica de la proyección y aumenta el potencial de aprendizaje de vocabulario.

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Section: Discussionmentioning

confidence: 99%

Selecting Television Programs for Language Learning: Investigating Television Programs from the Same Genre

Webb

2011

ijes

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“…Gardner (2004) cites a body of research showing that young readers' ability to make word family connections varies significantly depending on whether children are reading in their L1 or L2, their general reading skills, the size of their existing vocabulary, and instructional methods. We make the conservative assumption that the majority of pupils learning to read Irish as an L2 in a classroom setting are likely to treat words as separate entities initially, rather than linking them to word families, especially as some forms of words are fairly unstable due to initial mutations, case and number inflections of nouns, inflection of prepositions for person and inflection of verbs for tense and person.…”

Section: The Early Reader Corpus In Irish: Methodologymentioning

confidence: 99%

Irish orthography: what do teachers and learners need to know about it, and why?

Hickey

Stenson

2011

Language, Culture and Curriculum

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“…For example, frequent reading has been associated with vocabulary growth (Gardner, 2004;Swanborn & de Glopper, 1999), knowledge about grammatical rules (Dienes, Broadbent, & Berry, 1991;Muter, Hulme, Snowling, & Stevenson, 2004), general world knowledge (Echols, West, Stanovich, & Zehr, 1996;Stanovich, West, & Harrison, 1995), and the ability to generate inferences while reading (Osana, Lacroix, Tucker, Idan, & Jabbour, 2007;Siddiqui, West, & Stanovich, 1998), which are all important prerequisites for successful reading comprehension.…”

Section: The Present Studymentioning

confidence: 99%

The Contributions of Intrinsic and Extrinsic Reading Motivation to the Development of Reading Competence over Summer Vacation

Schaffner

Schiefele

2016

Reading Psychology

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Vocabulary Input through Extensive Reading: A Comparison of Words Found in Children's Narrative and Expository Reading Materials

Cited by 90 publications

References 43 publications

Selecting Television Programs for Language Learning: Investigating Television Programs from the Same Genre

Selecting Television Programs for Language Learning: Investigating Television Programs from the Same Genre

Irish orthography: what do teachers and learners need to know about it, and why?

The Contributions of Intrinsic and Extrinsic Reading Motivation to the Development of Reading Competence over Summer Vacation

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