Book floods and comprehensible input floods: providing ideal conditions for second language acquisition

Mangubhai, Francis (2001) Book floods and comprehensible input floods: providing ideal conditions for second language acquisition. International Journal of Educational Research, 35 (2). pp. 147-156. ISSN 0883-0355

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Abstract

In the field of second language (SL) learning there is now little argument that one of the ideal conditions for learning is the provision of ample language input, whether it is oral or written. The Fiji 'Book Flood' was one of the earliest studies of the effect of the provision of opportunities for regular reading in the classroom on growth in English, a second language, and it strongly supported the above observation.
The article will examine the criticisms about the provision of only comprehensible input and the need for learners to focus on form also. It will argue that the Fiji Book Flood provided ideal conditions for both comprehensible input and for focus on form. The findings showed that sustained regular reading, by Grade 4 and 5 students in 8 schools, accelerated the development of second language proficiency in reading and listening, relative to those of matched control groups. The experiment was carried on for another year and the gains were found to have been sustained, and extended to writing and English grammar also. Interestingly, this enhancement in second language proficiency was found to have a positive effect upon children's proficiency in the first language also.

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Item Type:	Article (Commonwealth Reporting Category C)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	Copyright 2001 Elsevier Science Ltd. Deposited in accordance with the copyright policy of the publisher.
Faculty / Department / School:	Historic - Faculty of Education
Date Deposited:	11 Oct 2007 00:31
Last Modified:	12 Sep 2013 06:24
Uncontrolled Keywords:	second language reading; second language learning; comprehensible input; focus on form; english as a second language; ESL; Fiji book flood
Fields of Research :	17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology 20 Language, Communication and Culture > 2003 Language Studies > 200303 English as a Second Language 13 Education > 1301 Education Systems > 130105 Primary Education (excl. Maori)
Socio-Economic Objective:	C Society > 95 Cultural Understanding > 9502 Communication > 950202 Languages and Literacy
Identification Number or DOI:	doi: 10.1016/S0883-0355(01)00012-X
URI:	http://eprints.usq.edu.au/id/eprint/895

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