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Includes appendix (68-69 p.)

Includes references (62-67 p.)

'ABSTRACT Several foreign languages teaching methods are used for the acquisition and learning of a second language. This research proposes a new comprehension based and comprehensible input hypothesis and theory for teaching second language. This hypothesis is the main part of second language acquisition theory proposed by Krashen, and also this hypothesis is the combination of the _Natural Approach' which is proposed as a new philosophy of language teaching by Tracy Terrell (1977). Contrary to the other communicative or grammar-based teaching methods, the _Natural Approach (Terrelll) and Input Hypothesis (Krashen)' mainly focus on receptive skills (reading and listening) that leads to acquisition and long term learning and do not focus on productive skills (speaking and writing) that are the result of learning and acquisition. Language acquisition is like an iceberg that its top is the result namely productive skills (speaking and reading), and its bottom is the reason namely receptive skills (reading and listening) that are the source of comprehensible input. According to Krashen and Terrell, in the Natural Approach there is less teacher monologues, repetition, drills, formal questions - answers, and the approach does not focus on production of target language as the other approaches or methods. Contrary to this, the Natural Approach emphasizes great importance on exposure to comprehensible input. Learners will produce when they get enough exposure to comprehensible input. This theory simply claims that L2 learners can acquire and learn the target language as much as they receive comprehensible input. Comprehensible input is really crucial for L2 learners as L1 learners are also exposed to their native language while they are acquiring the language subconsciously. The learners do not focus on the form of grammatical competence, and they focus on the meaning. Language is considered as a vehicle for communication and conveying the messages. Therefore Krashen and Terrell claims (1983) that language acquisition can occur only when the input and messages are understandable by learners, and also the messages and input should be a little beyond of learner's current level, according to Krashen, the formula is _I+1'. Extensive reading materials that are a little beyond their current level should be understandable and interesting. One of the best extensive reading materials are graded readers. Extensive reading program through graded readers provides the improving and enjoying language learning. The main aims of this study is that whether or not extensive reading positively impacts on the reading comprehension, vocabulary and grammar knowledge, and attitudes toward extensive reading of the 9th grade, A1 level high school students in the academic year of 2014. 40 students who participated in the study were randomly diveded into the experimental and control group. Each group was composed of 20 9th grade A1 level high school students whose level were determined via a placement test carried out by their school management. At the begging of the study both the experimental and control group were given pre-tests that were grammar, reading comprehension, vocabulary tests and attitude Both of them took their regular English classes based on communicative approach. Their curriculum consisted of both receptive skills and productive skills. But the experimental group was given ten short graded readers to read extensively one story per one week. After they read the each book, they were motivated to talk about their story by using their target language or native language. The results of the study showed that there is a significant difference between the reading comprehension, vocabulary recognition, grammar competence, and the attitudes of scores in the post-test results of the control and experimental group. Thus, extensive reading improved students' reading comprehension vocabulary recognition, grammar competence. The attitudes of the students in the experimental group positivley changed . Keywords: Extensive Reading, Comprehensible Input, Graded Readers,'

1 CHAPTER 1

1 INTRODUCTION

1 Introduction

1 Statement of the Problem

4 Purpose of the Study

5 Research Hypothesis

5 Probable Expected Otcomes of the Study

5 Significance of the Study

6 Assumption of the Study

6 Conclusion

7 CHAPTER 2

7 LITERATURE REVIEW

7 Definitions of Reading

8 Reading Comprehension

9 Purpose of Reading

11 Intensive vs. Extensive Reading

11 The definitions of Extensive Reading (ER)

11 Krashen's Definition of Extensive Readings

12 Nation's Definition of Extesive Reading

12 Day and Bamford's definition of Extensive Reading

13 Definition and Characteristics of Successful Extensive Reading Programs

14 Extensive reading materials

14 Graded readers

15 The Principle of Extensive Reading

15 Extensive Readings and Second Language Learning

17 The Effects of Extensive Reading on Reading Comprehension

19 The effects of Extensive Reading on the Developement of Vocalbulary Development

22 The Effects of Extensive Reading on Reading Attitudes and Motivation

23 Previous Extensive Reading Research Studies

26 The Natural Approach

25 Universal Grammar

27 Vygotsky's Theory of Learning

27 Chomsky's Language Acquisition Device (LAD)

28 First Language Acquisition

28 Second Language acquisition

30 Krashen's Theory of Second Language acquisition

30 Krashen's Input Hypothesis

32 Krashen's Affective Filter

33 Formal and Informal Environement

33 The Acquisition/Learning Hypothesis

35 The Natural Order Hypothesis

36 The Monitor Hypothesis

37 Reading as Comprejhensive Input: The Reading Hypotheis

38 Conclusion

39 CHAPTER 3

39 METHODOLOGY

39 Introduction

39 Research Methodology

40 Research Questions

40 Participants

41 Reading Materials

42 Instruments

42 Data Analysis

43 Procedure

44 Conclusion

45 CHAPTER 4

45 DATA ANALYSIS

45 Introuction

45 Research qestion and Findings

45 The Analysis of Pre-Test results of the Control and Experimental Groups

47 The Analysis of Post-test results of the Control and Experiment Group

54 CHAPTER 5

54 FINDINGS AND DISCUSSION

57 CHAPTER 6

57 CONCLUSION

60 Further Research

60 Recommendations

62 REFERENCES