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The article estimates required reading volume (about 500,000 running words yearly) and summarizes evidence that proficiency gains need time, repetition, and repeated exposure to vocabulary without excessive 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oflearning and a source of enjoyment.It can be a goal inits own right and a way of reaching other goals.As a source of learning,readingcan establish previously learned vocabulary and grammar,it can help learnerslearn new vocabulary and grammar,and through success in language use it canencourage learners to learn more and continue with their language study.As agoalin its own right,reading can be a source of enjoyment and a way of gainingknowledge of the world.As learners gain skilland fluency in reading,theirenjoyment can increase.  \nHowever,because of the nature ofreading and learning from reading,a readingdevelopment program needs careful planning and monitoring.There are twomajorlanguage-based reasons for this.Firstly,reading requires considerable knowledgeand skill.This knowledge includes recognizing the letters and words of thelanguage,having a large vocabulary and substantial grammatical and textualknowledge,being able to bring knowledge of the world to the reading task,anddeveloping a degree of fluency with the reading skill.Secondly,learning throughextensive reading is largely incidental learning,that is,the learners'attention isfocused on the story not on items to learn.As a result,learning gains tend to befragile and thus it is important to have quantity of input with substantialopportunities for vocabulary repetition  \nThis quantity of input needs to be close to 500,000 running words per year,which is equivalent to twenty-five graded readers a year,or one and a halfsubstantial first year university text books,or six unsimplified novels.This needsto continue over several years.In the following discussion ofplanning and runningan extensive reading program,we will look at the conditions for learning thatneed to exist,the quantities oftext that learners need to read,how to keep learnersmotivated,and the principles that teachers should follow in running the program.The article is organised around a set of guidelines for planning a program.  \n# Understand the Goals and Limitations of Extensive Reading\n\nExtensive reading is a form of learning from meaning focused input.Duringextensive reading learners should be interested in what they are reading and shouldbe reading with their attention on the meaning of the text rather than on learningthe language features of the text.Extensive reading can occur within class time(Elley and Mangubhai,1981),or outside of class time.In their very useful surveyof extensive reading,Day and Bamford(1998)characterise extensive reading asinvolving a large quantity of varied,self-selected,enjoyable reading at a reasonablyfluent speed.  \nThere is now plenty of evidence (Elley,1991)that reading can result in avariety of substantial proficiency gains.However,it is important to note that thesegains require considerable time and effort.In their classic study of extensivereading,Elley and Mangubhai(1981)had 8-10 year old learners read in class timefor no more than 30 minutes per day each school day for almost eight months.Theresults were remarkable with learners making the equivalent of 15months gain ineight months.The time involved was,however,substantial,but not beyond themeans of an English as a foreign language situation.Waring and Takaki(2003)used vocabulary tests at three levels of difficulty(“Which of these words did youmeet in the text?\",a multiple-choice test,and translation test)to measure vocabularylearning from a graded reader.The three tests allinvolved the same 25 words.These three tests represented different levels of vocabulary knowledge.On theword form recognition test,the learners scored 15.3 out of 25,on the multiple-choice test 10.6,and on the translation test 4.6.These results show that only asmall number of words(4.6 out of25)were learned well,but a much larger number(10.6 and 15.3 out of 25)are taken a useful step towards being known.Furthermeetings with these words s","cbCaihX87UwEF5MD","https://ap.wps.com/l/cbCaihX87UwEF5MD","pdf",613639,"English","# Vocabulary Learning through Extensive Reading\n## Understand the Goals and Limitations of Extensive Reading\n## Find Your Learners' Present Vocabulary Level","[{\"question\":\"What makes extensive reading different from other reading approaches?\",\"answer\":\"Extensive reading uses meaning-focused input where learners focus on understanding the text rather than on learning language features.\"},{\"question\":\"Why must extensive reading programs be carefully planned and monitored?\",\"answer\":\"Reading requires substantial language and fluency knowledge, and vocabulary learning from extensive reading is incidental, so gains can be fragile without sufficient quantity and repetition.\"},{\"question\":\"What vocabulary familiarity level is needed for extensive reading to work?\",\"answer\":\"Learners need 95%–98% of running words to be already familiar (or not burdensome), so that no more than about two unknown words occur per 100 running words.\"}]","Vocabulary Learning through Extensive Reading - Paul Nation - Understand the Goals and Limitations of Extensive Reading | PDF",1790634233]