THE ROLE OF EXTENSIVE READING IN IMPROVING VOCABULARY AMONG TEENAGERS
Annotatsiya
Extensive reading, which refers to reading large amounts of level-appropriate and engaging texts for general comprehension, has been recognized as a highly effective means of vocabulary acquisition among teenagers. This article explores the role of extensive reading in improving adolescent learners’ lexical knowledge. Through the integration of these theoretical views with practical classroom insights, the discussion highlights how extensive reading enhances vocabulary through comprehensible input, repeated exposure, contextual inference, morphological awareness, and recycling of lexical items. Furthermore, it examines the motivational dimension of extensive reading, showing how autonomy, choice, and enjoyment sustain long-term engagement with texts, which in turn amplifies incidental vocabulary growth.
Kalit soʻzlar:
Iqtiboslar
Day, R. R., Bamford, J., Renandya, W. A., Jacobs, G. M., & Yu, V. W. S. (1998). Extensive reading in the second language classroom. Relc Journal, 29(2), 187-191.
Krashen, S. D. (1985). The input hypothesis: Issues and implications. (No Title).
Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied linguistics, 22(1), 1-26.
Nagy, W. E., Herman, P. A., & Anderson, R. C. (1985). Learning words from context. Reading research quarterly, 233-253.
Nation, I. S., & Nation, I. S. P. (2001). Learning vocabulary in another language (Vol. 10, pp. 126-132). Cambridge: Cambridge university press.
Oʻquvchilar geografiyasi
Nashr qilingan
Son
Boʻlim
Iqtibos keltirish tartibi
