This paper examines the relationship between extensive reading (ER) and vocabulary development in second language (L2) learners. Drawing on Krashen’s Input Hypothesis and Nation’s vocabulary acquisition framework, the paper argues that ER provides repeated, contextualized encounters with target words, facilitating implicit learning. A review of empirical studies (e.g., Waring & Takaki, 2003; Webb, 2008) shows that ER significantly improves word recognition, retention, and reading speed, especially when combined with minimal glossing. Pedagogical implications and limitations of ER in foreign language contexts are discussed.
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If your query is about educational reports or practice tests for teacher certification: Pedagogical implications and limitations of ER in foreign
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