Abstract
This study investigated the effects of two learner-related factors on English as a first language (L1E) (n = 20) and English as a foreign language (EFL) (n = 20) learners’ incidental vocabulary acquisition through reading an authentic novel. Central to the study was the participants’ reading of the novel: A Clockwork Orange by British novelist Anthony Burgess. The novel contains slovos, which are words from nadsat, a foreignized argot used by the teenage gang members in the novel. Two unannounced tests followed the reading to measure the participants’ word meaning recall and recognition of target words. Regression analyses revealed that reading speed was a robust factor that affected both the L1E and the EFL learners’ acquisition of both word meaning recall and recognition; apparently, the faster the reading, the more words the readers acquired. However, positive affect, measured as reading enjoyment, did not turn out to be a factor in word acquisition. The findings indicate that the cognitive factor, i.e., reading speed, overrides the positive affect of reading enjoyment in determining L1E and EFL learners’ incidental vocabulary acquisition through reading. This research concludes with a discussion of the pedagogical implications of repeated and extensive reading, which promote the development of reading speed.
Funding source: Universidade de Macau
Award Identifier / Grant number: MYRG2019-00030-FED
| Nadsat | English | Frequency | |
|---|---|---|---|
| 1 | baboochka | old woman | 15 |
| 2 | bezoomny | mad | 44 |
| 3 | biblio | library | 9 |
| 4 | bog | God | 31 |
| 5 | bolshy | big, great | 50 |
| 6 | chai | tea | 26 |
| 7 | chasso | guard | 13 |
| 8 | cheenas | women | 7 |
| 9 | cheest | wash | 4 |
| 10 | clop | to knock | 4 |
| 11 | deng | money | 7 |
| 12 | devotchka | girl | 47 |
| 13 | dratsing | fighting | 18 |
| 14 | filly | to play or fool with | 10 |
| 15 | fist | to punch | 15 |
| 16 | gazetta | newspaper | 26 |
| 17 | goloss | voice | 69 |
| 18 | grahzny | dirty | 30 |
| 19 | grazzy | soiled | 4 |
| 20 | groody | breast | 2 |
| 21 | gulliver | head | 70 |
| 22 | in-out | copulation | 17 |
| 23 | itty | to go | 25 |
| 24 | kots | tomcat | 10 |
| 25 | kupetted | to buy | 2 |
| 26 | lewdies | people | 24 |
| 27 | mesto | place | 31 |
| 28 | millicent | policeman | 47 |
| 29 | moodge | man | 9 |
| 30 | nagoy | naked | 15 |
| 31 | nochy | night | 18 |
| 32 | ooko | ear | 7 |
| 33 | pee and em | parents | 9 |
| 34 | peet | to drink | 30 |
| 35 | plenny | prisoner | 9 |
| 36 | plott | body | 30 |
| 37 | pony | to understand | 7 |
| 38 | poogly | frightened | 4 |
| 39 | rabbit | work, job | 9 |
| 40 | raz | time | 4 |
| 41 | razdraz | upset | 10 |
| 42 | razrez | to rip, ripping | 9 |
| 43 | rozz | policeman | 26 |
| 44 | sharries | buttocks | 7 |
| 45 | slovo | word | 45 |
| 46 | sod | to fornicate, fornication | 9 |
| 47 | splodge | splash | 1 |
| 48 | tolchock | to hit or push; blow | 66 |
| 49 | voloss | hair | 4 |
| 50 | yahzick | tongue | 4 |
References
Alvarez-Canizo, Marta, Paz Suárez-Coalla & Fernando Cuetos. 2015. The role of reading fluency in children’s text comprehension. Frontiers in Psychology 6(1). 1810–1818. https://doi.org/10.3389/fpsyg.2015.01810.Search in Google Scholar
Beglar, David & Alan Hunt. 2014. Pleasure reading and reading rate gains. Reading in a Foreign Language 26(1). 29–48.Search in Google Scholar
Beglar, David, Alan Hunt & Yuriko Kite. 2012. The effect of pleasure reading on Japanese university EFL learners’ reading rates. Language Learning 62(3). 665–703. https://doi.org/10.1111/j.1467-9922.2011.00651.x.Search in Google Scholar
Boers, Frank. 2022. Glossing and vocabulary learning. Language Teaching 55. 1–23. https://doi.org/10.1017/S0261444821000252.Search in Google Scholar
Bui, Tuan & John Macalister. 2021. Online extensive reading in an EFL context: Investigating reading fluency and perceptions. Reading in a Foreign Language 33(1). 1–29.Search in Google Scholar
Burgess, Anthony. 1972. A Clockwork Orange. Middlesex: Penguin.Search in Google Scholar
Chang, Anna. 2012. Improving reading rate activities for EFL students: Timed reading and repeated oral reading. Reading in a Foreign Language 24(1). 56–83.Search in Google Scholar
Davies, Mark. 2004. British National Corpus (from Oxford University Press). Available at: https://www.english-corpora.org/bnc/.Search in Google Scholar
Davis, William S. 2022. Encouraging continued university foreign language study: A self-determination theory perspective on programme growth. The Language Learning Journal 50(1). 29–44. https://doi.org/10.1080/09571736.2020.1740768.Search in Google Scholar
Day, Richard & Julian Bamford. 1998. Extensive reading in the second language classroom. New York, NY: Cambridge University Press.10.1177/003368829802900211Search in Google Scholar
Dewaele, Jean-Marc & Peter D. Macintyre. 2014. The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning Teaching and Teacher Education 4(2). 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5.Search in Google Scholar
Feng, Yanxue & Stuart Webb. 2020. Learning vocabulary through reading, listening, and viewing: Which mode of input is most effective? Studies in Second Language Acquisition 42(3). 499–523. https://doi.org/10.1017/S0272263119000494.Search in Google Scholar
Gass, Susan. 1999. Discussion: Incidental vocabulary learning. Studies in Second Language Acquisition 21(2). 319–333.10.1017/S0272263199002090Search in Google Scholar
Goodman, Bridget, Assel Kambatyrova, Kamila Aitzhanova, Sulushash Kerimkulova & Andrey Chsherbakov. 2022. Institutional supports for language development through English-medium instruction: A factor analysis. TESOL Quarterly 52(2). 713–749. https://doi.org/10.1002/tesq.3090.Search in Google Scholar
Gorsuch, Greta & Eaguchi Taguchi. 2008. Repeated reading for developing reading fluency and reading: The case of EFL learners in Vietnam. System 36(2). 253–278. https://doi.org/10.1016/j.system.2007.09.009.Search in Google Scholar
Grabe, William. 2009. Reading in a second language: Moving from theory to practice. Cambridge: Cambridge University Press.10.1017/CBO9781139150484Search in Google Scholar
Grabe, William & Fredricka L. Stoller. 2001. Reading for academic purpose: Guidelines for the ESL/EFL teacher. In M. Celce-Murcia (ed.), Teaching English as a second or foreign language, 187–203. Boston: Heinle and Heinle.Search in Google Scholar
Grabe, William Peter & Fredricka L. Stoller. 2020. Teaching and researching: Reading, 3rd edn. London: Routledge.10.4324/9781315726274-2Search in Google Scholar
Hulstijn, Jan H. 2001. Intentional and incidental second-language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In Robinson Peter (ed.), Cognition and Second Language Instruction, 258–286. Cambridge: Cambridge University Press.10.1017/CBO9781139524780.011Search in Google Scholar
Ismail, Hairul Nizam, Mohammad Reza Ahmadi & Abbas Pourhossein Gilakjani. 2012. The role of reciprocal teaching strategy as an important factor of improving reading motivation. Elixir Education and Teachnology 53(3). 11836–11841.Search in Google Scholar
Heatley, I. S. & Averil Coxhead. 2002. Range (Version 1.32) [Computer software]. Wellington: Victoria University of Welington. Available at: http://www.vicoria.ac.nz/lals/staff/paul-nation/nation.aspx.Search in Google Scholar
Horst, Marlise. 2005. Learning L2 vocabulary through extensive reading: A measurement study. Canadian Modern Language Review 61(3). 355–382. https://doi.org/10.1353/cml.2005.0018.Search in Google Scholar
Jin, Yinxing & Lawrence Jun Zhang. 2019. A comparative study of two scales for foreign language classroom enjoyment. Perceptual Motor Skills 126(5). 1024–1041. https://doi.org/10.1177/0031512519864471.Search in Google Scholar
Kang, Yusun. 2020. Relative contribution of reading fluency and vocabulary knowledge in predicting Korean EFL learners’ reading comprehension. Journal of Asia TEFL 17(3). 778–790. https://doi.org/10.18823/asiatefl.2020.17.3.2.778.Search in Google Scholar
Krashen, Stephen D. 1985. The input hypothesis: Issues and implications. London: Longman.Search in Google Scholar
Larson-Hall, Jenifer. 2009. A guide to doing statistics in second language research using SPSS. New York: Routledge.10.4324/9780203875964Search in Google Scholar
Lee, Suhyang. 2012. A literature review on reading fluency. Korean Journal of Speech Sciences 4(4). 129–138. https://doi.org/10.13064/ksss.2012.4.4.129.Search in Google Scholar
Lee, Sunjung & Diana Pulido. 2017. The impact of topic interest, L2 proficiency, and gender on EFL incidental vocabulary acquisition through reading. Language Teaching Research 21(1). 118–135. https://doi.org/10.1177/1362168816637381.Search in Google Scholar
Li, Rui. 2022. Effects of mobile-assisted language learning on EFL/ESL reading comprehension. Educational Technology & Society 25(3). 15–29.Search in Google Scholar
Lopez-Escribano, Carmen, María Rosa Elosua de Juan, Isabel Gomez-Veiga & Juan Antonio Garcia-Madruga. 2013. A predictive study of reading comprehension in third-grade Spanish students. Psicothema 25(2). 199–205. https://doi.org/10.7334/psicothema2012.175.Search in Google Scholar
Lynn, Ethan M. 2021. Unassisted repeated reading: Exploring the effects of intensity, treatment duration, background knowledge, individual variation, and text variation on reading rate. Reading in a Foreign Language 33(1). 30–54.Search in Google Scholar
Malanchini, Margherita, Zhe Wang, Ivan Voronin, Victoria J. Schenker, Robert Plomin, Stephen A. Petrill & Yulia Kovas. 2017. Reading self-perceived ability, enjoyment and achievement: A genetically informative study of their reciprocal links over time. Developmental Psychology 53(4). 698–712. https://doi.org/10.1037/dev0000209.Search in Google Scholar
Maley, Alan. 2008. Extensive reading: Maid in waiting. In Brian Tomblinson (ed.), English language learning materials: A critical review, 133–156. London: Continuum.Search in Google Scholar
Mano, Quintino R. & Julia M. Guerin. 2018. Direct and indirect effects of print exposure on silent reading fluency. Reading and Writing 31(2). 483–502. https://doi.org/10.1007/s11145-017-9794-5.Search in Google Scholar
Miao, Li-Xia. 2014. A critical review of incidental L2 vocabulary acquisition in the past three decades. Foreign Language Learning, Teaching and Practice 1. 23–29.Search in Google Scholar
Mierzwa, Ewelina. 2019. Foreign language learning and teaching enjoyment: Teachers’ perspectives. Journal of Education, Culture and Society 10(2). 170–188. https://doi.org/10.15503/jecs20192.170.188.Search in Google Scholar
Milton, James & Nicola Hopkins. 2005. Readlex. Swansea: Swansea University.Search in Google Scholar
Mo, Ai-luen. 2021. Improving 9th grade EFL students’ reading speed through an enhanced extensive reading methodology. Asia-Pacific Education Researcher 30(2). 109–117. https://doi.org/10.1007/s40299-020-00518-w.Search in Google Scholar
Mol, Suzanne E. & Jelle Jolles. 2014. Reading enjoyment amongst non-leisure readers can affect achievement in secondary school. Frontiers in Psychology 5(1214). 1–10. https://doi.org/10.3389/fpsyg.2014.01214.Search in Google Scholar
Morgan, Paul L. & Douglas Fuchs. 2007. Is there a bidirectional relationship between children’s reading skills and reading motivation? Exceptional Children 73(2). 165–183. https://doi.org/10.1177/001440290707300203.Search in Google Scholar
Morgan, Paul L. & Georgios D. Sideridis. 2006. Contrasting the effectiveness of fluency interventions for students with or at risk for learning disabilities: A multilevel random coefficient modeling meta-analysis. Learning Disabilities Research & Practice 21(4). 191–210. https://doi.org/10.1111/j.1540-5826.2006.00218.x.Search in Google Scholar
Nagy, William E. & Richard C. Anderson. 1984. How many words are there in printed school English? Reading Research Quarterly 19(3). 304–330. https://doi.org/10.2307/747823.Search in Google Scholar
Namaziandost, Ehsan & Fidel Çakmak. 2020. An account of EFL learners’ self-efficacy and gender in the flipped classroom model. Education and Information Technologies 25(5). 4041–4055. https://doi.org/10.1007/s10639-020-10167-7.Search in Google Scholar
Namaziandost, Ehsan, Mohammed Hasan Razmi, Shouket Ahmed Tilwani & Abbas Pourhosein Gilakjani. 2022. The impact of authentic materials on reading comprehension, motivation, and anxiety among Iranian male EFL learners. Reading and Writing Quarterly 38(1). 1–18. https://doi.org/10.1080/10573569.2021.1892001.Search in Google Scholar
Nassaji, Hossein. 2002. Schema theory and knowledge-based processes in second language reading comprehension: A need for alternative perspectives. Language Learning 52(2). 439–481. https://doi.org/10.1111/0023-8333.00189.Search in Google Scholar
Nathanson, Donald L. 1992. Shame and pride: Affect, sex, and the birth of the self. New York: W. W. Norton & Company.Search in Google Scholar
Nation, I. S. Paul. 2006. How large a vocabulary is needed for reading and listening? Canadian Modern Language Review 63(1). 59–82. https://doi.org/10.3138/cmlr.63.1.59.Search in Google Scholar
Nation, I. S. Paul & David Beglar. 2007. A vocabulary size test. The Language Teacher 31(7). 9–13.Search in Google Scholar
Nation, I. S. Paul & John Macalister. 2021. Teaching ESL/EFL reading and writing, 2nd edn. New York, NY: Routledge.10.4324/9781003002765Search in Google Scholar
Nation, I. S. Paul & Ming-Tzu Karen Wang. 1999. Graded readers and vocabulary. Reading in a Foreign Language 12(2). 355–380.Search in Google Scholar
Nation, I. S. Paul & Stuart Alexander Webb. 2011. Researching and analyzing vocabulary. Boston, MA: Heinle, Cengage Learning.Search in Google Scholar
National Center for Education Statistics. 2013. The nation’s report card: Trends in academic progress 2012 (NCES 2013-456). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.Search in Google Scholar
National Reading Panel. 2000. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.Search in Google Scholar
Nevo, Einat, Vered Vaknin-Nusbaum, Sigalit Brande & Linda Gambrell. 2020. Oral reading fluency, reading motivation and reading comprehension among second graders. Reading and Writing 33(8). 1945–1970. https://doi.org/10.1007/s11145-020-10025-5.Search in Google Scholar
Norton, Elizabeth S. & Maryanne Wolf. 2012. Rapid automatized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual Review of Psychology 63. 427–452. https://doi.org/10.1146/annurev-psych-120710-100431.Search in Google Scholar
Nuttall, Christine. 1996. Teaching reading skills in a foreign language. London: Heinemann.Search in Google Scholar
Organisation for Economic Cooperation, Development [OECD]. 2010. PISA 2009 assessment framework: Key competencies in reading, mathematics and science. Paris, France: OECD Publishing.Search in Google Scholar
Park, Youngmin & Rosa Oh. 2018. The effects of syntactic enhancement on EFL reading fluency for secondary school students. Asia-Pacific Education Researcher 27(4). 325–333. https://doi.org/10.1007/s40299-018-0389-y.Search in Google Scholar
Pellicer-Sánchez, Ana & Norbert Schmitt. 2010. Incidental vocabulary acquisition from an authentic novel: Do “Things fall Apart”? Reading in a Foreign Language 22(1). 31–55.Search in Google Scholar
Pigada, Maria & Norbert Schmitt. 2006. Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language 18(1). 1–28.Search in Google Scholar
Pikulski, John J. & David J. Chard. 2005. Fluency: Bridge between decoding and reading comprehension. The Reading Teacher 58. 510–519. https://doi.org/10.1598/rt.58.6.2.Search in Google Scholar
Pitts, Micheal, Howard White & Stephen Krashen. 1989. Acquiring the second language vocabulary through reading: A replication of the Clockwork Orange study using second language acquirers. Reading in a Foreign Language 5(2). 271–275.Search in Google Scholar
Pulido, Diana. 2003. Modeling the role of second language proficiency and topic familiarity in second language incidental vocabulary acquisition through reading. Language Learning 53(2). 233–284. https://doi.org/10.1111/1467-9922.00217.Search in Google Scholar
Pulido, Diana & David Z. Hambrick. 2008. The “virtuous” circle: Modeling individual differences in L2 reading and vocabulary development. Reading in a Foreign Language 20(2). 164–190.Search in Google Scholar
Reed, Deborah K., Leah M. Zimmermann, Adam J. Reeger & Ariel M. Aloe. 2019. The effects of varied practice on the oral reading fluency of fourth-grade students. Journal of School Psychology 77. 24–35. https://doi.org/10.1016/j.jsp.2019.10.003.Search in Google Scholar
Reynolds, Barry Lee. 2015a. The effects of word form variation and frequency on second language incidental vocabulary acquisition through reading. Applied Linguistics Review 6(4). 467–497. https://doi.org/10.1515/applirev-2015-0021.Search in Google Scholar
Reynolds, Barry Lee. 2015b. A mixed-methods approach to investigating first- and second-language incidental vocabulary acquisition through the reading of fiction. Reading Research Quarterly 50(1). 111–127. https://doi.org/10.1002/rrq.88.Search in Google Scholar
Reynolds, Barry Lee. 2016. The effects of target word properties on the incidental acquisition of vocabulary through reading. TESL-EJ 20(3). 1–31.Search in Google Scholar
Reynolds, Barry Lee. 2020. The effects of nonce words, frequency, contextual richness, and L2 vocabulary knowledge on the incidental acquisition of vocabulary through reading: More than a replication of Zahar et al. (2001) & Tekmen and Daloğlu (2006). International Review of Applied Linguistics in Language Teaching 58(1). 75–102. https://doi.org/10.1515/iral-2015-0115.Search in Google Scholar
Reynolds, Barry Lee & Yi Ling Bai. 2013. Does the freedom of reader choice affect second language incidental vocabulary acquisition? British Journal of Educational Technology 44(2). 42–44. https://doi.org/10.1111/j.1467-8535.2012.01322.x.Search in Google Scholar
Reynolds, Barry Lee & Chen Ding. 2022. Effects of word-related factors on first and second language English learners’ incidental acquisition of vocabulary through reading an authentic novel. English Teaching: Practice & Critique 21(2). 171–191. https://doi.org/10.1108/etpc-05-2021-0049.Search in Google Scholar
Reynolds, Barry Lee & David Wible. 2014. Frequency in incidental vocabulary acquisition research: An undefined concept and some consequences. TESOL Quarterly 48(4). 843–861. https://doi.org/10.1002/tesq.197.Search in Google Scholar
Ro, Eunseok. 2013. A case study of extensive reading with an unmotivated L2 reader. Reading in a Foreign Language 25(2). 213–233.Search in Google Scholar
Ro, Eunseok & Cheng-Ling Alice Chen. 2014. Pleasure reading behavior and attitude of non-academic ESL students: A replication study. Reading in a Foreign Language 26(1). 49–72.Search in Google Scholar
Rogiers, Amelie, Hilde Van Keer & Emmelian Merchie. 2020. The profile of the skilled reader: An investigation into the role of reading enjoyment and student characteristics. International Journal of Educational Research 99(101512). 1–14. https://doi.org/10.1016/j.ijer.2019.101512.Search in Google Scholar
Ryu, Jiseon & Byungmin Lee. 2021. Diagnosis of Korean EFL high school students’ reading fluency using informal reading inventory. Journal of Asia TEFL 18(2). 489–504. https://doi.org/10.18823/asiatefl.2021.18.2.7.489.Search in Google Scholar
Sadeghi, Karim. 2022. Vocabulary acquisition and pedagogy in SLA: An interview with Norbert Schmitt. Talking about second language acquisition. Cham: Palgrave Macmillan.10.1007/978-3-030-99758-8Search in Google Scholar
Samuels, S. Jay. 1979. The method of repeated readings. The Reading Teacher 32(4). 403–408.Search in Google Scholar
Saragi, Thomas, I. S. Paul Nation & G. F. Meister. 1978. Vocabulary learning and reading. System 6(2). 72–78. https://doi.org/10.1016/0346-251x(78)90027-1.Search in Google Scholar
Serrano, Raquel. 2022. Vocabulary learning from reading and listening: Replications of Brown et al. (2008) and Vidal (2011). Language Teaching 1–9. https://doi.org/10.1017/S0261444822000179.Search in Google Scholar
Shen, Jingping. 2021. A review of the effectiveness of foreign language enjoyment and foreign language classroom anxiety on learners’ engagement and attainment. Frontiers in Psychology 12(749284). 1–4. https://doi.org/10.3389/fpsyg.2021.749284.Search in Google Scholar
Shin, Hye Won, Sarah Sok & Juhyun Do. 2022. Role of individual differences in incidental L2 vocabulary acquisition through listening to stories: Metacognitve awareness and motivation. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2021-0212.Search in Google Scholar
Stevens, Elizabeth A., Melodee A. Walker & Sharon Vaughn. 2017. The effects of reading fluency interventions on the reading fluency and reading comprehension performance of elementary students with learning disabilities: A synthesis of the research from 2001 to 2014. Journal of Learning Disabilities 50(5). 576–590. https://doi.org/10.1177/0022219416638028.Search in Google Scholar
Swanborn, Machteld S. L. & Kees de Glopper. 1999. Incidental word learning while reading: A meta-analysis. Review of Educational Research 69(3). 261–285. https://doi.org/10.3102/00346543069003261.Search in Google Scholar
Taguchi, Etsuo. 1997. The effects of repeated readings on the development of lower identification skills of FL readers. Reading in a Foreign Language 11(1). 97–119.Search in Google Scholar
Taguchi, Etsuo & Greta Gorsuch. 2012. Transfer effects of repeated EFL reading on reading new passages: Silent reading rate and comprehension. Reading in a Foreign Language 14(1). 43–65.Search in Google Scholar
Takase, Atsuko. 2007. Japanese high school students’ motivation for extensive L2 reading. Reading in a Foreign Language 19(1). 1–18.Search in Google Scholar
Tang, Eunice & Hilary Nesi. 2003. Teaching vocabulary in two Chinese classrooms: schoolchildren’s exposure to English words in Hong Kong and Guangzhou. Language Teaching Research 7(1). 65–97. https://doi.org/10.1191/1362168803lr113oa.Search in Google Scholar
Teng, Mark Feng. 2022. Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors. System 105. 1–12. https://doi.org/10.1016/j.system.2022.102736.Search in Google Scholar
Therrien, William J. 2004. Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education 25(4). 252–261. https://doi.org/10.1177/07419325040250040801.Search in Google Scholar
Tomkins, Silvan S. 1962. Affect/imagery/consciousness: The positive affects. New York: Springer.Search in Google Scholar
Tran, Yen Thi Ngoc. 2018. The benefits of extensive reading for EFL Vietnamese learners. Journal of Extensive Reading 4. 64–72.Search in Google Scholar
van Schooten, Erik & Kees de Glopper. 2002. The relation between attitude toward reading adolescent literature and literary reading behavior. Poetics 30(3). 169–194. https://doi.org/10.1016/s0304-422x(02)00010-4.Search in Google Scholar
Wagner, Richard K. & Elizabeth Foster. 2011. Relations among oral reading fluency, silent reading fluency, and reading comprehension: A latent variable study of first-grade readers. Scientific Studies of Reading: The Official Journal of the Society for the Scientific Study of Reading 15(4). 338–362. https://doi.org/10.1080/10888438.2010.493964.Search in Google Scholar
Waring, Rob & Misako Takaki. 2003. At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign Language 15(2). 130–163.Search in Google Scholar
Webb, Stuart. 2008. The effects of context on incidental vocabulary learning. Reading in a Foreign Language 20(2). 232–245.Search in Google Scholar
Webb, Stuart & Anna C. S. Chang. 2015. Second language vocabulary learning through extensive reading with audio support: How do frequency and distribution of occurrence affect learning? Language Teaching Research 19(6). 667–686. https://doi.org/10.1177/1362168814559800.Search in Google Scholar
Wigfield, Allan. 1997. Reading motivation: A domain-specific approach to motivation. Educational Psychologist 32(2). 59–68. https://doi.org/10.1207/s15326985ep3202_1.Search in Google Scholar
Yamashita, Junko. 2004. Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language 16(1). 1–19.Search in Google Scholar
Yamashita, Junko. 2015. In search of the nature of extensive reading in L2: Cognitive, affective, and pedagogical perspectives. Reading in a Foreign Language 27(1). 168–181.Search in Google Scholar
Zhao, Aiping, Ying Guo, Carrie Biales & Arnold Olszewski. 2016. Exploring learner factors in second language (L2) incidental vocabulary acquisition through reading. Reading in a Foreign Language 28(2). 224–245.Search in Google Scholar
© 2023 Walter de Gruyter GmbH, Berlin/Boston
