The Reader-Text-Writer Interaction: L2 Japanese Learners Response toward Graded ReadersReport as inadecuate

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Reading in a Foreign Language, v25 n2 p264-282 Oct 2013

This paper reports on two projects which investigated graded readers (GRs) as meaningful input for learners of Japanese as a foreign language (JFL). Project One examined the intentions of six writers of Japanese GRs. A focus group interview demonstrated that the writers had a genuine communicative intent in the writing process. Project Two investigated how fourteen learners of JFL responded to the GRs produced by these writers. Most participants welcomed lexical simplification in the GRs and their think-aloud protocols indicated that they experienced an effortless reading process with the GRs. This implies that GRs can be productive reading materials for JFL reading fluency development. In the affective domain, the less proficient participants tended to react favourably to the writers' communicative intent, whereas advanced participants demonstrated negative perceptions toward reading the GRs. The paper argues that the potential of GRs as meaningful input for learners of JFL is maximized when their efficacy is explicitly taught. (Contains 2 tables, 1 figure, and 3 notes.)

Descriptors: Task Analysis, Second Language Learning, Japanese, Second Language Instruction, Reader Text Relationship, Linguistic Input, Teaching Methods, Reading Fluency, Focus Groups, Writing (Composition), Reading Materials, Student Attitudes, Protocol Analysis, Instructional Effectiveness, Foreign Countries, College Students, Questionnaires, Interviews

Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl[at]; Web site:

Author: Tabata-Sandom, Mitsue


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