CHAPTER 4. Reading and listening skills 61 indicate further di erences between DUB and SB students in terms of written accuracy, high input DUB students did write longer texts and used longer sentences, making their writing more complex overall (this dissertation, chapter 5) is was corroborated by signi cantly more lexical chunks that were attested in the DUB learners’ writing compared to their SB counterparts (this dissertation, chapter 6). In short, earlier work has shown the clear need for lexical (chunk) mastery in listening and reading development. e need for grammatical competence is also needed in reading comprehension, although seemingly less for successful listening comprehension. is outcome directly translates to which L2 pedagogical approach (SB versus DUB) is more successful to promote lexical (chunk) mastery. Available work looking into the latter question has focused largely on productive skill development, however, and the relationship between these pedagogies and productive skills is largely lacking. Against the backdrop of what has been discussed so far, such a focus on receptive skills is much needed to advance our scienti c understanding of SLA processes as a function of teaching methodologies but also to inform teaching practices. THIS STUDY e aim of this study is to compare the e ectiveness of an SB versus a DUB teaching program on L2 French reading and listening comprehension a er six years of preuniversity secondary education in the Netherlands. e SB program provides relatively little authentic exposure in favor of explicit, o en L1-medium instruction in the rst three years and provides a great deal of dedicated reading and listening exam training in the last three years. e DUB L2 teaching program provides a great deal of L2 exposure with little to no explicit instruction and without dedicated exam training during the six years of instruction. During the last three years, the focus remains on developing oral skills based on content provided by means of online L2 videos and other materials. e research question underlying this study is as follows: How do SB versus DUB teaching methods di erentially a ect reading and listening skills a er six years of instruction? As in the DUB teaching method there is signi cantly more exposure to oral language as compared to the SB teaching method, DUB students are expected to outperform their SB counterparts with regard to their listening skills. Because SB students have to read a great deal to prepare for their central exams, they are expected to perform equally well as their DUB counterparts with regard to their reading skills.
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