Shared Reading and Vocabulary Acquisition in Late L2 Learners A comparison between shared reading and independent reading.

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2015-06-30
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en
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Reading forms an important part of second language acquisition in formal education. One important element of being able to understand a text is to know the meaning of the words, but word can also be learned from reading. Shared reading has been shown to facilitate vocabulary acquisition in the L1. This study investigated whether shared reading also facilitates word learning in the L2 even though there are numerous differences in the processes of vocabulary acquisition between first language acquisition and (late) second language acquisition, and whether shared reading is more beneficial for vocabulary acquisition than independent reading. The word knowledge of 20 target words by 46 students in their fourth year of HAVO was tested before and after two reading sessions in which one group did a shared reading activity and the other independent reading. The expectation on the basis of the Interaction Hypothesis was that the! shared r eading group would acquire more words, but the results showed a tendency towards the independent readers to have improved more, but the difference between the groups was not significant. This means that shared reading is beneficial for late L2 learners, but not significantly more or less beneficial than independent reading.
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