The Role of Lexical and Grammatical Analysis in Adapting Extensive Reading to Low-Level EFL Learners

概要

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The effectiveness of the language acquisition methodology known as extensive reading has been confirmed through both research results and practical experience, but the vast majority of graded readers currently available for use in extensive reading programs are simply too challenging for the lowest level students of English as a Foreign Language (EFL) in some Japanese universities. Carefully selected starter-level graded readers can be used effectively, in order to fuel language acquisition and enhance student motivation, but lower level students require much more support than higher level students, who can work more independently. The creation of support materials (pre-quizzes, vocabulary handouts, pre-reading activities, etc.) is greatly facilitated by first performing a thorough analysis of the lexicon and grammatical structures found in the graded readers chosen for use. This can also reveal obstacles to students' comprehension that might never be suspected otherwise. The author has successfully implemented an extensive reading program for his university students, which is currently in its 3rd year. The purpose of this paper is to provide a detailed report of the information gained through a methodical lexical and grammatical analysis of the graded readers used in the program, including important issues which are often overlooked, such as verb valency.