XÂY DỰNG VỐN TỪ VỰNG CỦA NGƯỜI HỌC TIẾNG ANH

NHƯ MỘT NGÔN NGỮ THỨ HAI HOẶC NHƯ MỘT NGOẠI NGỮ
THÔNG QUA PHƯƠNG PHÁP ĐỌC MỞ RỘNG

SVTH: Nguyễn Thị Hồng Nhung, Nguyễn Thị Kim Ngân – 3A-20
GVHD: Lê Thùy Dương

Tóm tắt: Từ vựng là một yếu tố tất yếu khi học ngoại ngữ nói chung cũng như học tiếng Anh nói
riêng. Đối với những người học tiếng Anh như một môn ngoại ngữ (EFL) hoặc những người học tiếng
Anh như một môn ngoại ngữ thứ hai (ESL), việc có vốn từ phong phú đem lại cho họ rất nhiều lợi ích. Có
rất nhiều phương pháp để nâng cao vốn hiểu biết về từ vựng như: xem phim, nghe nhạc, tra cứu, vv. Nhà
tâm lý xã hội học người Mỹ, Stuart Cook, từng viết: Đọc bằng tiếng Anh là một cách tuyệt vời để người
học nâng cao vốn từ vựng của mình. Theo tác giả người Anh Jeremy Harmer, để có được lợi ích tối đa từ
việc đọc của mình, người học cần phải tham gia vào cả việc đọc mở rộng và đọc chuyên sâu. Tuy nhiên,
nghiên cứu này chỉ tập trung nghiên cứu việc học từ vựng thông qua việc đọc mở rộng, những lợi ích mà
đọc mở rộng đem lại cho việc học từ vựng. Bên cạnh đó, nghiên cứu cũng gợi ý những phương pháp và
những nguồn đọc mở rộng hiệu quả nhằm giúp cho người học bổ sung vốn từ của mình.
Từ khóa: vốn từ vựng, tiếng Anh như một ngôn ngữ thứ hai hoặc như một ngoại ngữ, đọc mở
rộng

DEVELOPING VOCABULARY KNOWLEDGE OF ESL/EFL

LEARNERS THROUGH EXTENSIVE READING

Abstract: Vocabulary is an indispensable element when learning foreign languages in general as

well as learning English in particular. For people learning English as a Foreign Language (EFL) or those
learning English as a Second Language (ESL), having a rich vocabulary offers them many benefits.
There are many methods to improve English learners' vocabulary knowledge, such as: watching movies,
listening to music, looking up, etc. Reading in English is a great way for learners to improve their
vocabulary (Cook, 2012). According to British author Jeremy Harmer, to get the maximum benefit from
their reading, learners need to engage in both extensive and intensive reading. However, this study only
focuses on learning vocabulary through extensive reading and the benefits that extensive reading brings
to learners. In addition, the study also suggests some effective methods, and extensive reading
resources to help learners supplement their vocabulary.
Keywords: vocabulary knowledge, ESL/EFL, extensive reading
I. INTRODUCTION
In this era of globalisation, language is a crucial tool for humans to communicate and
connect with others. English is one of the most commonly spoken and used languages in the
world (Jenkin, 2006; Kachru & Nelson, 1996; Parkir, 2000). As English plays a dominant role in
almost all fields in the present globalised world, there is a need to discuss the necessity of
English, especially learning English vocabulary, since it is the most important part of learning
English. A robust vocabulary improves all areas of communication - listening, speaking, reading,
and writing - and without learning new words and building a vocabulary, all EFL learners' as
well as ESL learners' efforts to improve their English will be useless. Extensive reading is one of
the most useful methods for enhancing vocabulary knowledge, which helps people gain more
useful vocabulary.
It is undeniable that vocabulary is essential to improve one's language competence;
however, finding the most effective approach to vocabulary learning and teaching still concerns
language learners and teachers. Indeed, "not only do the majority of students studying foreign
languages cite vocabulary as their number one priority, but it is often considered a priority by
teachers as well" (Knight, 1994). In addition, several previous studies (Ponnial, 2011; Waring &
Nation, 2004) show that readers have a tendency to acquire vocabulary incidentally through
reading without explicit vocabulary learning. As a result, this study was carried out with the aim
of investigating the effectiveness of extensive reading on vocabulary development and
suggesting some techniques to boost vocabulary level.
The secondary paper aims to fulfil the following objectives:
1. What is the relationship between extensive reading and vocabulary knowledge?
2. How can vocabulary be improved when reading extensively?
3. What are some strategies to broaden vocabulary knowledge while reading
extensively?
Firstly, the study hopes to explore the importance of vocabulary in learning English as
well as the role of extensive reading in developing vocabulary knowledge. Secondly, it identifies
the elements related to vocabulary knowledge that can be improved through extensive reading.
Finally, it proposes some suggestions to enhance learners' vocabulary knowledge while reading
extensively.
II. LITERATURE REVIEW
1. Vocabulary knowledge
1.1. The overview of vocabulary knowledge
The words of a language, both single items and phrases or chunks of many words
that transmit a certain meaning in the same manner that individual words do, are referred
to as vocabulary (Lessard-Clouston, 2013). Acquiring vocabulary knowledge is
significant for learners as it enhances their own personal vocabulary learning strategies.
Reading comprehension is partially determined by a reader's vocabulary knowledge,
while vocabulary knowledge is partially determined by a reader's comprehension ability
(Rupley, 2005). Reading comprehension and vocabulary share a nurturing relationship,
each supporting the growth and development of the other (Readence, Bean, & Baldwin,
1998; Stahl & Fairbanks, 1986).
To acquire current academic standards, students must have strong academic
vocabulary skills, which necessitates the use of suitable terminology when learning and
talking about subject-area topics and content.
1.2. The importance of vocabulary development in acquiring foreign language.
Little can be conveyed without grammar, and nothing can be conveyed without
vocabulary (Wilkins, 1972). Lessard-Clouston (2013) believes that vocabulary helps
students master the English language for their own purposes. According to Nation (1994),
vocabulary itself is not the end. Listening, speaking, reading, and writing are all made
easier with a broad vocabulary. With a broad vocabulary, learners will be able to master
English and its four core skills, namely listening, speaking, reading, and writing (Dang,
2020). Vocabulary knowledge is also essential as it helps learners understand others or
express their own ideas (Lessard-Clouston, 2013). In a nutshell, based on all the
evidence, the advantages that learning vocabulary brings when learning a foreign
language are undeniable.
2. Extensive reading
2.1. The overview of extensive reading
Reading is considered as a way to understand the meaning of a written text
(Richards & Schmidt, 2010). Meng (2009) claimed that a solid reading ability is required
in a foreign language environment for people who study English for educational or
vocational priorities. In an attempt to master reading competence, it is essential that
students participate in both extensive and intensive reading activities (Harmer, 2007).
Due to the limited scope of research, this study only directs attention to extensive
reading.
Several different definitions have been proposed in previous studies since Harold
Palmer and Michael West first coined the term "extensive reading." Extensive reading
can be defined as "the reading of large amounts of material in the second language over
time for personal pleasure or interest, and without the addition of productive tasks or
follow-up language work" (Hafiz & Tudor, 1989). Meanwhile, Day and Bamford (2004)
regarded extensive reading as a technique in teaching reading that is described as a
setting in which students read a lot of materials at their proficiency levels in a foreign
language; they read for general, overall meaning, and information while still having a bit
of fun.
The term "extensive reading" is also used to contrast with intensive reading.
Powell (2005) analysed that while intensive reading refers to "the careful reading of
short, complex texts for detailed understanding and skills practice," "extensive reading
involves the reading of large amounts of longer, easy-to-understand material, usually
done outside the classroom and at each student’s own pace and level."
2.2. Roles of extensive reading on ESL/EFL learners in learning English.
It is not surprising that, recently, impressive evidence has emerged supporting
extensive reading as an indispensable means of improving not only students’ reading
ability but also their general language proficiency. Nation (1997) contributed some
evidence: (a) learners of various competence levels can learn at their own pace without
being limited to such an inflexible class program; (b) learners can choose reading
materials based on their interests; and (c) learners may learn outside of the classroom.
Numerous previous studies have examined the effectiveness of extensive reading
in language acquisition, particularly in English. They indicated that extensive reading
brings learners several benefits: general language competence (Grabe, 1991; Paran,
1996); vocabulary acquisition (Pigada & Schmitt, 2006; Suk, 2017; Nation, 1997);
grammar (Celik, 2019; IMAMURA, 2008); reading comprehension (Bell, 2001; Suk,
2017); writing improvement (Stotsky, 1983); prediction skills (Nunan, 1991).
3. Roles of extensive reading on ESL/EFL learners in broadening vocabulary
knowledge.

Extensive reading has a number of important functions, one of which is to help

learners improve their language skills (Celik, 2019). Extensive reading is a part of a
reading instruction program that is used in ESL or EFL settings to help learners increase
their vocabulary (Bell, 2001). Obviously, one of the most important reasons for reading is
comprehension which relies largely on the mastering of vocabulary. Learners will be
exposed to a wide range of new vocabulary as a result of their extensive reading, which is
required for reading comprehension. The more students read, the more words, lexical
patterns, and sentence structures they encounter, which allows them to develop an
awareness of collocations and lexical phrases. A large number of vocabulary resources
also assists learners in broadening their vocabulary knowledge, communicating in
English with others easily, and readers in being adaptable in their application of the
word(s) meaning based on the context in which they are used.

Moreover, reading frequently helps language learners form a reading habit as

well as develop new skills that assist their comprehension. When the readers encounter
new words, they easily predict the vocabulary based on context. This helps them not be
too confused or fall into a passive position when encountering new words, which is
inevitable when reading passages.

4. Strategies of effective vocabulary learning through extensive reading for ESL/EFL

learners.
4.1. Practical guidelines
Numerous previous studies focused on vocabulary acquisition via reading extensively,
but only a few provided solutions to this issue. Nation (2015) proposed some practical
guidelines for vocabulary acquisition through extensive reading.
1. Include a substantial reading plan as part of your language classes.
2. Require learners to spend enough time per week on extensive reading, either
approximately 16 percent of the overall course duration or, better yet, enough time to
meet the words they need to learn on a regular basis.
3. Ensure that the extensive reading program includes two strands: (a) it is appropriate for
learners (about two percent of the running words are unknown), and (b) it is read in an
appealing, smooth manner.
4. Encourage learners to participate in timed reading courses in order to help them with
the fluency development strand.
5. Allow students to look up words in dictionaries, preferably while reading electronic
texts so as to boost vocabulary learning from extensive reading by allowing.
6. Require students to write down unusual terms on word cards for further independent
study.
7. Attach parts of the extensive reading to substantial listening, as well as speaking and
writing about what was read.
8. If necessary, offer instruction in context-guessing and word-card tactics.
4.2 Extensive reading materials
Appropriate reading materials are regarded as the basis of any extensive reading
program, so reading materials need to be taken into consideration carefully to bring great
motivation for language learners. Nuttall (2005) mentioned that extensive reading
resources must be interesting, concise, and diverse; otherwise, learners may be
discouraged from reading extensively. Not only Nuttall, but Day and Bamford (1994)
also suggested some elements reflecting their relative relevance in material choice,
namely, interest, readability, and appearance. First, they claimed that interest is the most
important factor when choosing reading materials, as the absence of interesting texts
leads to very little reading motivation. Second, vocabulary and grammar should
correspond to the students’ language competence. Archer (2012) also explained why
reading materials need to be graded according to students’ levels: (a) students will
gradually expand their vocabulary; (b) students will not overuse dictionaries; and (c)
students will apply inferring skills. Third, they recommended that teachers take notice of
the appearance of the reading materials, like layout or type size and font. With the
explosion of the information age has come a wide variety of reading materials available
to both educators and students. Therefore, some important factors, such as attractiveness,
diversity, and suitability, should be taken into account in selecting and presenting
appropriate reading materials.
III. DISCUSSION
1. Implications
The numerous benefits of extensive reading are supported by common sense as well as
copious research findings (Waring 2000, 2006). Indeed, many studies have shown the
importance of extensive reading for vocabulary expansion.
Because reading is fundamentally an individual activity, students of various competence
levels can learn at their own pace without being limited by a strict class schedule. Extensive
reading enables learners to choose what they want to read based on their interests, increasing
their enthusiasm to learn. In addition, this genre of reading encourages students to learn outside
the classroom, reinforcing and internalising structures acquired in the classroom effectively
(Nation, 1997).
Moreover, extensive reading leads to a significant increase in the learner's vocabulary,
which is learned via absorbing the meanings of words in context. The cruciality of substantial
reading for expanding a learner's vocabulary repertoire in context, which cannot be learned
simply by consulting a dictionary (Saragi et al., 1978). Extensive reading, according to Laufer-
Dvorkin (1981), increases a learner's vocabulary and discourse-generating abilities significantly.
He discovered that extensive reading helps to internalise syntax. The English language's structure
appears to be getting established in the minds of readers. The effect of reading proficiency
spreads to other language abilities such as writing, speaking, and syntax control (Elley, 1991).
All of the above studies only partly show the great effects that extensive reading brings to
vocabulary learners. This study also discovered that reading significantly helps expand,
reinforce, and sustain vocabulary growth because it allows learners to be exposed to words and
phrases over and over again, as everyone understands that not all vocabulary can be absorbed
with a single exposure.
A good teacher knows and understands students, how they develop and learn the
language (Licklider, 2008). Based on the advantages of extensive reading, this study also aims to
encourage teachers to stimulate students' enthusiasm for reading to improve their vocabulary.
Reading helps teachers become more knowledgeable about their work. This also assists teachers
in updating their English usage. The research on language learner reading shows how extensive
reading feeds into improvements in all areas of language competence (Krashen, 2004). If this is
proper for students, it is even more proper for teachers, who usually have limited exposure to
such limited and error-prone material. Therefore, teachers should also regularly introduce
extensive reading into their teaching, in order to improve students' extensive reading habits as
well as train their extensive reading abilities.
2. Suggestions
Many people have once heard about the term "extensive reading," but actually, not
everyone knows how to take advantage of it to acquire vocabulary effectively. Therefore, we
decided to offer EFL/ESL learners (especially at Hanoi University) some suggestions for
teaching and learning vocabulary through reading extensively:
a. What teachers can do :
First, teachers should make sure that they provide their students with the right materials
at the right level. This means that reading materials should be authentic and contain no more than
two to five percent unfamiliar words. As a result, students can broaden their vocabulary
knowledge by learning two to five percent of the unfamiliar words and improve their vocabulary
use by learning the remaining words.
Second, there is a need for teachers to assign students with vocabulary tasks to fully
understand the use of these words in the context of reading. After reading the material, teachers
may give students the following three exercises to practice. The first activity is summarising the
main ideas of the text based on some given new words. The second activity is finding words in
the text with the given meanings. The third activity is finding a synonym for the bolded or
underlined words in the text.
Third, it is essential that teachers frequently repeat and make students exposed to these
vocabulary items for further memorization.
a. What learners should do :
First, in addition to following the teacher’s instructions in class, learners should devote
their time to self-reading at home. Learners can compensate for a lack of reading opportunities in
the classroom by getting involved in out-of-class reading. Beyond the class, learners should
spend approximately 4–5 hours weekly enjoying the reading materials. As a result, reading
outside of class may not only enhance their vocabulary knowledge but also improve their reading
abilities.
Second, learners should prepare themselves with some tools and resources for
independent reading. Tools like vocabulary notebooks encourage learners to take control of their
vocabulary learning. It is necessary to note down every unfamiliar word from the reading
materials in just one notebook and organise them into specific themes, for example,
advertisements, computers, communication, education, environment, etc. Besides, whereas many
readers prefer paper-based materials, others have noticed that digital resources bring the same
advantage for pleasure reading. We offer learners some websites with free access, like Extensive
Reading Foundation (www.erfoundation.org), Extensive Reading Central (https://www.er-
central.com/), Read Theory (https://readtheory.org/) or TweenTribune
(https://www.tweentribune.com/).
Third, if coming across unfamiliar words in reading material, learners should attempt to
guess the meaning of these words, which can probably be called "inferring," instead of using a
dictionary immediately. By using context cues, learners have the ability to both infer the
underlying meanings and deeply understand how to use them in different contexts.
Fourth, we propose that learners memorise these words in their native language by
correlating them with similar terms in the second language. Additionally, repetition and usual
exposure may also be taken into consideration for further memorization.
IV. CONCLUSION
In conclusion, this study demonstrates the effectiveness of extensive reading in building
up a set of vocabulary knowledge. Based on the verified analysis, it is obvious that there is a
direct correlation between extensive reading and vocabulary acquisition. In particular, reading
extensively is considered a potential technique to expose ESL/EFL learners to a large amount of
vocabulary, collocations, and lexical phrases that they should apply both in class and at home.
Moreover, the researchers propose some suggestions that support ESL/EFL learners in
calculating the appropriate methods in the process of attaining the highest level of vocabulary
through extensive reading.

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