This survey of recent research on extensive reading (ER) for language learners focuses on ER in the classroom. While early adopters of ER imagined the quick emergence of an intrinsically motivated independent reader, the reality of much classroom-based language learning is that without considerable teacher guidance and supportive transitional activities, students are not likely to reach self-motivated independent ER either in or out of the classroom. Many of the studies included here, mostly non-experimental and classroom-based, reflect this reality. These studies confirm previous research on the general efficacy of ER in promoting motivation, vocabulary, and fluency development, but they also provide evidence for a variety of ways to support reluctant and grade-focused students who are only willing to engage with the target language in the classroom. This review also considers the many impediments that restrict the implementation of ER with language learners in school contexts. Separate sections discuss ER motivation and attitudes, ER and vocabulary, the effects of ER on reading fluency, as well as speculation on the relationship between “time on task” and progress in the various reading subskills. Each major section concludes with a table summarizing the research that has been discussed and suggestions for future investigation.

这项关于语言学习者广泛阅读 （ER） 的最新研究的调查侧重于课堂上的 ER。虽然 ER 的早期采用者设想了内在动机的独立阅读者的迅速出现，但许多基于课堂的语言学习的现实是，如果没有大量的教师指导和支持性过渡活动，学生不太可能在课堂内外达到自我激励的独立 ER。这里包含的许多研究，大多是非实验性的和基于课堂的，反映了这一现实。这些研究证实了先前关于 ER 在促进动机、词汇量和流利度发展方面的一般功效的研究，但它们也为支持不情愿和注重成绩的学生提供了多种方法的证据，这些学生只愿意在课堂上与目标语言互动。本综述还考虑了在学校环境中限制语言学习者实施 ER 的许多障碍。单独的部分讨论了 ER 动机和态度、ER 和词汇、ER 对阅读流利度的影响，以及对“完成任务的时间”与各种阅读子技能的进步之间关系的推测。每个主要部分都以一个表格结束，总结了已经讨论的研究和对未来调查的建议。