REVIEW OF THE LITERATURE

Introduction:

This literature review examines the role of reading in language acquisition, emphasizing the
dichotomy between extensive and intensive reading. A comprehensive analysis of seminal works by
Krashen (1989), Dubin & Olstain (1977), and subsequent studies sheds light on the nuanced impact of
these reading approaches on language development.

Extensive Reading for Pleasure:

Extensive reading emerges as a catalyst for enhanced reading fluency, offering a less structured,
more natural language exposure. Dubin & Olstain's (1977) insights underscore its broader effects on
writing, speaking, and overall language proficiency. Nishino's (2007) findings reveal a positive
correlation between extensive reading, improved literacy levels, and heightened positive attitudes
towards reading.

Intensive Reading :

In contrast, intensive reading, rooted in conscious language learning, involves deliberate engagement
with challenging texts. Guo's (2012) study supports its efficacy, demonstrating positive relationships
between intensive reading and vocabulary acquisition. Mukundan et al.'s (2012) research highlights a
substantial improvement in language skills among Malaysian students following a four-week
intensive reading program.

Vocabulary Acquisition:

The literature consistently supports extensive reading as a potent tool for vocabulary expansion.
Saragi et al. (1978) argue that extensive reading provides a unique avenue for acquiring vocabulary in
context, surpassing the limitations of conventional classroom activities. The contrast between
extensive and intensive reading in terms of vocabulary acquisition is a recurring theme in the
reviewed studies.

Conclusion:

In synthesizing the literature, it becomes evident that a balanced integration of extensive and
intensive reading in language learning programs offers a comprehensive approach. The multifaceted
benefits encompass improved fluency, vocabulary acquisition, and intrinsic motivation, providing
educators with valuable insights for effective language curriculum design.

Sen
siti
vity
:
Int
ern
al