Cover not available

Article published In: ITL - International Journal of Applied Linguistics
Vol. 113/114 (1996) ► pp.263–273

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
authorization required

The Effect of Reading on the Acquisition of English Relative Clauses

 | School of Education University of Southern California
 | School of Education University of Southern California
 | School of Education University of Southern California
Published online: 1 January 1996
DOI logo with link
https://doi.org/10.1075/itl.113-114.04lee
Abstract
49 adult acquirers of English as a second language took two tests probing restrictive relative clause competence. The amount of reported pleasure reading done by subjects were the only significant predictor of both measures. Neither years of formal study nor length of residence in the United States was a significant predictor. These results are consistent with the input hypothesis.
References (18)
References
CHOMSKY, C. (1972): Stages in language development and reading exposure. Harvard Educational Review, 421, 1–33. Google Scholar logo with link to Google Scholar
DAY, R., OMURA, C. and HIRAMATSU, M. (1991): Incidental vocabulary learning and reading. Reading in a Foreign Language, 71, 541–551.Google Scholar logo with link to Google Scholar
DUPUY, B. and KRASHEN, S. (1993): Incidental vocabulary acquisition in French as a foreign language. Applied Language Learning, 41, 55–63.Google Scholar logo with link to Google Scholar
ELLEY, W. and MANGUBHAI, F. (1993): Impact of reading on second language learning. Reading Research Quarterly, 241, 174–87. Google Scholar logo with link to Google Scholar
ELLEY, W. (1991): Acquiring literacy in a second language: The effect of book-based programs. Language Learning, 411, 375–411. Google Scholar logo with link to Google Scholar
JANOPOULOS, M. (1986): The relationship of pleasure reading and second language writing proficiency. TESOL Quarterly, 201, 763–768. Google Scholar logo with link to Google Scholar
KRASHEN, S. (1981). Letter to the editor. Language Learning, 311, 217–221. Google Scholar logo with link to Google Scholar
(1984): Writing: Research, Theory and Applications. Laredo Publishing Company, Torrance, California.Google Scholar logo with link to Google Scholar
(1985): The Input Hypothesis. Laredo Publishing Company, Torrance, California.Google Scholar logo with link to Google Scholar
(1992): Under what circumstances, if any, should formal grammar instruction take place? TESOL Quarterly, 261, 409–411. Google Scholar logo with link to Google Scholar
(1993): The Power of Reading. Libraries Unlimited, Englewood, Colorado.Google Scholar logo with link to Google Scholar
(1993): The effect of formal grammar teaching: Still peripheral. TESOL Quarterly, 271, 722–725. Google Scholar logo with link to Google Scholar
KRASHEN, S. and WHITE, H. (1981): Is spelling acquired or learned? A re-analysis of Rice (1897) and Cornman (1902). ITL: Review of Applied Linguistics, 91–92, 1–48.Google Scholar logo with link to Google Scholar
NAGY, W., HERMAN, P. and ANDERSON, R. (1985): Learning words from context. Reading Research Quarterly, 231, 414–440.Google Scholar logo with link to Google Scholar
PILGREEN, J. and KRASHEN, S. (1993): Sustained silent reading with English as a second language high school students: Impact on reading comprehension, reading frequency, and reading enjoyment. School Library Media Quarterly, 731, 21–23.Google Scholar logo with link to Google Scholar
PITTS, M., WHITE, H. and KRASHEN,S. (1989): Acquiring second language vocabulary through reading. Reading in a Foreign Language, 51, 239–251.Google Scholar logo with link to Google Scholar
POLAK, J. and KRASHEN, S. (1988): Do we need to teach spelling? The relationship between spelling and voluntary reading among community college ESL students. TESOL Quarterly, 221, 141–146. Google Scholar logo with link to Google Scholar
SMITH, F. (1982): Writing and the Writer. New York: Holt Rinehart Winston.Google Scholar logo with link to Google Scholar
Cited by (6)

Cited by six other publications

Fernández Bravo, Elena Aguirre & María Dolores Guindal Pintado
2023. Free voluntary reading as a language and knowledge enhancement tool and its impact on interpreting students’ self-perceived B language fluency. In Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training [Benjamins Translation Library, 161], ► pp. 54 ff. DOI logo
Matsuda, Paul Kei & Melika Nouri
2019. Informal Writing and Language Learning. In The Handbook of Informal Language Learning, ► pp. 75 ff. DOI logo
Marin, Brigitte & Jacques Crinon
2017. Le déjà-là et le presque-là. Pratiques 173-174 DOI logo
Lee, Sy-ying
2007. Revelations from Three Consecutive Studies on Extensive Reading. RELC Journal 38:2 ► pp. 150 ff. DOI logo
Krashen, Stephen
2002. Developing academic language: early L1 reading and later L2 reading. International Journal of the Sociology of Language 2002:155-156 DOI logo
Lao, Christy Ying & S Krashen
2000. The impact of popular literature study on literacy development in EFL: more evidence for the power of reading. System 28:2 ► pp. 261 ff. DOI logo

This list is based on CrossRef data as of 30 march 2026. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue