This paper argues that simplified or graded readers are an essential part of a language learning program if learners of all proficiency levels are to have the opportunity to do incidental language learning through reading, and to develop fluency in reading. Unsimplified texts do not allow for this kind of learning at beginning and intermediate levels because they contain too great a density of unknown words and too many different unknown words. Evidence is provided to support this from a corpus study of versions of Dracula. Many criticisms of simplified texts apply only to poorly simplified texts and to the poor use of such texts in curriculum planning.
|I. S. P. Nation||Author|
|Jean Paul Deweerdt||Author|