| dc.description.abstract | The aim of this study is to investigate the effects of extensive reading in English as a second language under the guidance of a trained librarian has on the language development of a class of sixth graders, with Norwegian as their first language. The study is based on Vygotsky’s (cop. 1978) theory of Proximal Development and Krashen’s (1981, and cop. 1982) theories of language acquisition.
The researcher explores (i) the correlation between the number of books read and the pupils’ language development during the research period, (ii) the number of readings in context of an extensive reading project, (iii) the pupils’ choice of literature, and (iv) the impact of recommendations by a librarian.
This is a mixed methods intervention study, where the pupils in the research class are given more time for self-selected reading in English than common in the English curriculum in Norwegian sixth grade. The following measures are included (i) the Cambridge Young Learners English tests (Cambridge English, cop. 2018; and Cambridge English, cop. 2014), (ii) a questionnaire for the pupils’ parents and guardians to retrieve language and social background variables, (iii) reading logs where the pupils register what they read during the research period, (iv) short stories written by the pupils, (v) observations of classroom interaction, and (vi) conversations with the pupils and their teachers. The pupils’ results in the Cambridge Young Learners Tests provides quantifiable results which will be used to measure their language development, this will be supported by the findings in the short stories written by the pupils during the research period. The pupils have recorded how many and which books they read in their reading logs. The researcher has kept lists over the books that were brought and presented to the class, and the impact of the recommendations by a librarian, that is the researcher, can be found by comparing the pupils’ reading logs with the researcher’s lists.
The researcher’s predictions are that pupils who read more are more likely to improve in language proficiency. The number of books the pupils read will vary significantly and will be influenced both by their language competence and their earlier reading habits and reading experiences. The pupils will probably choose books of similar types and themes to those they would choose in Norwegian, and most will read at least some comic books. The books recommended by the librarian will probably be read by many of the pupils.
In line with the findings from the reading programs described by Day and Bamford (1998), Krashen, Lee and Lao, (2018), Mason and Krashen (2004), Salameh (2017), and Axelsson (2000), the research for this master’s thesis shows an increased language proficiency among the pupils in a Norwegian sixth grade class who took part in this intervention study with increased focus on extensive reading in English as a second language. While there is a correlation between numbers of books read during the research period and increased language proficiency, the connection is neither linear nor unambiguous: The pupils who read the least during the research period, showed the least progress in language skills as measured by the pre- and post- research tests, while also one of the top scorers registered reading few books. | |
