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(excerpt) Second language reading research has long debated the most effective methods for building vocabulary. While direct instruction yields rapid gains, extensive reading offers a complementary approach that fosters automaticity and deep word knowledge. SLRR 240 emphasizes the integration of reading theory with classroom practice; this paper addresses a core question: Can free voluntary reading alone lead to measurable vocabulary growth? Experience the Freedom of SLRR 240 Free No description
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This paper examines the relationship between extensive reading (ER) and vocabulary development in second language (L2) learners. Drawing on Krashen’s Input Hypothesis and Nation’s vocabulary acquisition framework, the paper argues that ER provides repeated, contextualized encounters with target words, facilitating implicit learning. A review of empirical studies (e.g., Waring & Takaki, 2003; Webb, 2008) shows that ER significantly improves word recognition, retention, and reading speed, especially when combined with minimal glossing. Pedagogical implications and limitations of ER in foreign language contexts are discussed.