Extensive reading as a means of input to L2 learning

ABSTRACT A group of ESL learners (n = 16) in the UK were given a 3‐month extensive reading programme involving graded readers to test the hypothesis that input of this nature could effect an improvement in their L2 competence. Comparison of pre‐and post‐treatment tests in reading and writing indicated that subjects had improved significantly in both skills, though particularly in writing. A subsequent more detailed analysis of one of the writing tests (an essay) showed post‐treatment gains in number of words written and accuracy of expression. However, subjects' vocabulary base remained relatively unchanged and they used a generally more simple syntax. The experimental treatment thus appears to have encouraged a simpler but more correct form of expression in the L2.…