This study attempted to examine the influence of a decrease in translation on the number of words read reading comprehension, and reading rate in an extensive reading (ER) program. The participants were 70 first-year university students who experienced ER both in and outside the classroom for 15 weeks. The results of regression analyses confirmed that a decrease in translation and grammar analyses statistically significantly affected all three. A further investigation found that a decrease in translation overall as well as in grammar analyses made a difference in the means of the number of words read and the post-test scores. Moreover, a decrease in translation at the word level was statistically significant on reading comprehension, and so was a decrease in translation at the sentence level on the amount of reading. The results were discussed referring to automaticity together with the prior educational experience and mentality of typical Japanese students.
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Previous issue date: 2015-04
endingpage:
112
identifier.doi:
10125/66702
identifier.issn:
1539-0578
identifier.uri:
http://hdl.handle.net/10125/66702
number:
1
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rfl.topic:
Extensive Reading
site_url:
/rfl/item/315
startingpage:
96
subject:
extensive reading translation the number of words read reading comprehension reading rate
title:
The influence of translation on reading amount, proficiency, and speed in extensive reading
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