Abstract
In extensive reading (ER) programs conducted in L2 language-learning classrooms in the past two decades, graded readers (GR) have been the most frequently adopted outside-reading materials. Another less known genre which can be utilized in an extensive reading program is young adult literature (YAL)—literature written especially for native-speaking young adults (Bushman & Bushman, 1997). Its most prominent advantages are the naturalness and authenticity of language and its use of themes that are more familiar to readers of similar ages. Since it is not until recent years that YAL has gradually aroused widespread interests, discussion of how well different genres such as GR and YAL impact on students’ learning achievement remains exceedingly rare (Sheu, 2003). The current study, therefore, aimed to probe the differences between applying GR and YAL respectively to an extensive reading program embedded in a junior high school English curriculum in Taiwan. The key point is to see whether simplified texts represented by GR or authentic texts like YAL benefit students more in gaining a significant improvement in the breadth of vocabulary knowledge, the depth of vocabulary knowledge, reading comprehension ability, and grammatical knowledge. Tests used include Vocabulary Levels Test, Word Associates Test, the reading portion of the Texas Assessment of Knowledge and Skills, and structure sections from The Basic Competence Test for Junior High School Students. The participants were two classes of junior three students in a renowned private secondary school in Ming-Shiung, Chia-Yi. They received the same amount of normal English instruction and each also had one extensive reading class on a regular two-week basis. Whilst one group used GR in the extensive reading sessions, the other group had YAL. The result of all the test measures indicated that in general, GR and YAL brought similar advantages to secondary-school EFL learners in the acquisition of English but there was a tendency for GR to be more helpful in the tests of basic grammar, frequent vocabulary, and reading comprehension whilst YAL was more advantageous in tests of less frequent vocabulary and word usages. The main pedagogical implication is that as long as students devote time to extra readings for a sufficient time-span, their overall language ability in various aspects will be promoted, regardless of the type of text—GR or YAL—that is used. Second, students’ knowledge in selecting suitable reading materials is crucial to their attitudes toward the reading program and the success of English learning. Therefore, an orientation before the reading program is essential. Last, the observed tendency for GR to be more effective for lower level knowledge and YAL for higher level knowledge can tentatively serve as a guideline for teachers’ and students’ selections of different types of reading materials.