HKIER

Abstract

The present study examines Krashen's theory of second language acquisition through the implementation of an extensive reading scheme. By allowing learners to choose books at their level of language proficiency, by giving them time to read on their own, it was assumed that comprehensible input was provided in a low affective filter environment, thus satisfying the two essential factors in Krashen's Input Hypothesis. 1351 secondary students were used as subjects either in a year-long reading scheme or in a summer reading programme. Results indicated that Krashen's theory was only partially supported. There were significant gains in the experimental group in vocabulary recognition, listening comprehension and reading speed, but no superior comparison over the control group in reading comprehension and writing.

摘要

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