The Effect of Intensive- and Extensive-Reading-to-Write Tasks on L2 Learners’ Written Lexical Density

Recent studies have witnessed the application of skills’ integration that ameliorates the outcomes of those skills, both in quality and quantity. But, the importance of different instructions on this integration is not considered. The current study investigates the effects of different types of reading on writing in integrated reading-to-write tasks. The participants comprised 45 foreign language learners of English in intermediate level, in three groups who have done a pretest and a posttest of writing and a set of three readings, in between. The first group had traditional discrete-skill instruction while, the second and the third group had intensive and extensive reading-to-write instructions. Intensive and extensive reading-to-write instructions exposed more lexical density in the writings, compared to the discrete-skill instruction. All the essays were examined based on their lexical density. ANCOVA results revealed that the presence of intensive and extensive instructions made a great difference in the posttests of the groups in which the lexical density of essays were fortified a lot more by intensive instructions rather than extensive ones. The implications of the study showed that integrated skills of intensive and extensive reading-to-write tasks had major effects of lexical improvement in the writings, in the realm of language teaching.

کلیدواژه ها:

Reading-to-write tasks ، Intensive-reading-to-write tasks ، Extensive-reading-towrite tasks ، Lexical density ، Written lexical density