As language input is a key factor in language learning (Renandya & Jacobs, 2016), extensive reading helps language learners not only to become better and more confident readers by enriching their vocabularies, but also better listeners and speakers (Bamford & Day, 2004). Nevertheless, frequent dictionary look-ups discourage language learners to read as it increases cognitive load, disrupt reading flow, and reduce reading enjoyment. Parallel texts are commonly used to eliminate the need for frequent dictionary look-ups, but structural differences between languages often make comparison of words, syntax and grammar between two languages difficult. While electronic dictionaries are regarded by some researchers as less disruptive to the flow of reading (Peters, 2007), they do not fully address the issue of flow disruption caused by confusion arising from these structural differences. In my project, I am going to create a web reader application, specifically on Chinese to English parallel texts, that offers an innovative solution for chinese language learners that address these shortcomings, and thus increase reading enjoyment by minimizing reading flow disruption.
References:
- Renandya, W. A., & Jacobs, G. M. (2016). Extensive reading and listening in the L2 classroom. In W. A. Renandya, & Handoyo, P. (Eds.), English language teaching today (pp. 97-110). New York, NY: Routledge.
- Bamford, J., & Day, R. R. (Eds.). (2004). Extensive reading activities for language teaching. New York: Cambridge University Press.
- Peters, E. (2007). Manipulating L2 learners’ online dictionary use and its effect on L2 word retention.