Significance of Reading in Foreign Language Teaching and Correct Reading Strategies
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https://doi.org/10.69760/egjlle.2505006##semicolon##
Extensive reading##common.commaListSeparator## Intensive reading##common.commaListSeparator## Interactive reading##common.commaListSeparator## Vocabulary acquisition##common.commaListSeparator## Reading comprehension##common.commaListSeparator## Foreign language teachingSantrauka
This study investigates the significance of reading in foreign language teaching and the effectiveness of three reading strategies—extensive reading, intensive reading, and interactive reading—on language acquisition. The research involved 120 intermediate-level learners of a foreign language, divided into four groups: extensive reading, intensive reading, interactive reading, and a control group. Data was collected through pre- and post-tests measuring reading comprehension and vocabulary acquisition, as well as surveys, classroom observations, and interviews. The results revealed that all three experimental groups showed significant improvements in reading comprehension and vocabulary acquisition compared to the control group. The Intensive Reading Group demonstrated the most significant vocabulary gains, while both the Extensive Reading and Interactive Reading Groups showed substantial improvements in reading comprehension. The study highlights that the choice of reading strategy can significantly influence learning outcomes, with intensive reading being particularly effective for vocabulary acquisition and extensive reading contributing to reading fluency. The Interactive Reading Group demonstrated high levels of learner engagement and motivation, underscoring the value of social interaction in language learning. The findings suggest that integrating multiple reading strategies into language teaching can foster a more comprehensive approach to language development.
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