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Why Might Children's Literature Be Difficult for Non-Native Speakers of English?

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Title: Why Might Children's Literature Be Difficult for Non-Native Speakers of English?
Language: English
Authors: Webb, Stuart, Macalister, John
Source: Reading in a Foreign Language. Oct 2019 31(2):305-310.
Availability: Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/
Peer Reviewed: Y
Page Count: 6
Publication Date: 2019
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Difficulty Level, Childrens Literature, Native Speakers, English, English Language Learners, Research Needs, Vocabulary, Language Proficiency, Adults, Second Language Instruction
ISSN: 1539-0578
Abstract: The authors respond to the comment by Jeff McQuillan. It is important to question research findings and so they appreciate this opportunity to further discuss their two studies on the appropriacy of children's literature for foreign and second language learning (Macalister & Webb, 2019; Webb & Macalister, 2013). They also agree with McQuillan's comments and see value in this discussion and hope that it sheds greater light on the role that children's literature might play in second-language (L2) learning. McQuillan's response touches on some important issues with corpus driven studies of vocabulary, and they hope that this discussion raises awareness of the limitations of these studies, as well as case studies. Finally, differing interpretations of research findings suggest a need for further research in that area. They hope that these responses will spur more research investigating the use of children's literature in L2 learning. [This response is to "Is Children's Literature as Hard as Scholarly Articles about Children's Literature? A Comment on Macalister and Webb (2019)" (EJ1232284).
Abstractor: ERIC
Entry Date: 2019
Accession Number: EJ1232287
Database: ERIC
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  Data: Why Might Children's Literature Be Difficult for Non-Native Speakers of English?
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  Data: Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/
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  Data: The authors respond to the comment by Jeff McQuillan. It is important to question research findings and so they appreciate this opportunity to further discuss their two studies on the appropriacy of children's literature for foreign and second language learning (Macalister & Webb, 2019; Webb & Macalister, 2013). They also agree with McQuillan's comments and see value in this discussion and hope that it sheds greater light on the role that children's literature might play in second-language (L2) learning. McQuillan's response touches on some important issues with corpus driven studies of vocabulary, and they hope that this discussion raises awareness of the limitations of these studies, as well as case studies. Finally, differing interpretations of research findings suggest a need for further research in that area. They hope that these responses will spur more research investigating the use of children's literature in L2 learning. [This response is to "Is Children's Literature as Hard as Scholarly Articles about Children's Literature? A Comment on Macalister and Webb (2019)" (EJ1232284).
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        StartPage: 305
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      – SubjectFull: Second Language Instruction
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      – TitleFull: Why Might Children's Literature Be Difficult for Non-Native Speakers of English?
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