Term
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Definition
refers to the reading of large numbers of texts chosen by the learners where there are 5% or less of unknown words. It should be a pleasurable activity. Its characteristics are on page 219
Nation suggests silent classroom reading to motivate learners.
vocabulary learning from extensive reading is very fragile. If the small amount of learning of a word is not soon reinforced by another meeting, then that learning will be lost. |
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Term
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Definition
| close and delibirate reading |
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Term
| hu and nation findings for threshold |
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Definition
98% coverage for adequate comprehension
There is a predictable relation (linear one) between text coverage and comprehension |
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Term
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Definition
books written for non native speakers (almost contain 1 to 2k level)
Graded readers cover until 3k level.
-develop reading fluency
promotes vocabulary growth through repetetive encounters. |
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Term
| What contributes to learners' comprehension of an L2 text? |
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Definition
L2 vocabulary size and L1 vocabulary size.
Grammar knowledge
Motivation
Previous experience with texts and their structure
Topic/content knowledge
Reading strategies
L1 reading ability
Language distance between L1 and L2 |
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Term
Laufer and Ravenhorst-Kalovsky (2010)
Threshold |
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Definition
Two thresholds
1- Optimal: 98% coverage which requires 8000 families
2- Minimal: 95% coverage which requires 4000-5000
Note: Bernhard rejects threshold idea |
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Term
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Definition
Text register affects the type of vocabulary that occurs.
Narrative texts use high-freq. words
Expository texts use academic and theme-related vocabulary.
Learners should read over a range of registers |
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Term
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Definition
reading material should be at the right level
a minimum of 10 repetitions of a word is needed for learning to occur.
extensive reading or listening leads to successful vocabulary learning |
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Term
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Definition
It involves reading within a very narrow defined topic area.
Vocabulary are related to only one topic area.
Vocabulary load is substantially reduced.
Narrow reading is suitable for increasing the amount of background knowledge and motivation for those who are interested in the topic. |
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Term
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Definition
It makes a text easy to read by adding different kinds of support, such as diagrams, pictures, charts and tables, text summaries, glossaries, and guiding questions and headings. |
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Term
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Definition
| Negotiation of the meaning of the text through discussion and paired reading where learners help each other when help is needed |
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Term
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Definition
A gloss is a brief definition or a synonym either in L1 or L2
It is used to: 1- allow learners to read difficult texts.
2- provide accurate meanings for words.
3- provide minimal interruption of the
reading process.
4- draw attention to words which might
encourage learning |
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Term
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Definition
Use L1 glosses for learners with vocabulary of less than 2,000 words. For more advanced learners, either L1 or L2 glosses are fine.
Use simple glosses because they are easier to make and they are less disruptive than multiple-choice glosses
Use glosses that draw on the underlying core meaning of the word.
Allow access to pronunciation, L1 translation, and visuals through glosses.
Don’t signal hyperlink glosses
Replace the low-freq. words and gloss the mid-freq.words |
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Term
| Unsimplified texts written for young native speakers |
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Definition
| providing repetetive words with supportive illustrations are good compensatory strategy to make non-native speakers read unsimplified texts. |
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Term
Laufer and Ravenhorst-Kalovsky
(2010) |
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Definition
| Lexical threshold revisited: Lexical text coverage, learners' vocabulary size and reading comprehension |
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Term
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Definition
Learners need to keep on reading a lot (to meet and meet again)
Get reinforcement via direct vocabulary teaching
To be effective, learners need to read 1 or 2 readers per week |
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Term
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Definition
reading outside class time was the most significant predictor of oral communication ability.
it showed a strong relationship between reading for pleasure and high proficiency levels. |
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