廣泛閱讀(Krashen, 2004) 對第二外語學習有正面的影響，然而是否能獲取適當的讀物影響了學習成效。有學者認為簡化後的讀物(如分級讀本)扭曲了語 言用法，不適合語言學習者(Nation& Wang , 1999)。另一方面，原始文本的大 量字彙對學習者卻可能對讀者造成負擔，影響閱讀速度及理解 (Herman, 2019)。 本研究旨在同時使用簡化及原始文本，在教室及日常生活教授及學習西班牙文。 本研究第一部分以詞彙文法結構比較西班牙文分級學習繪本(GRB)及兒童繪 本(ACB)對學習者可能的成效，分析了共十三本分級學習繪本(共 9836 字) 及二十九本兒童繪本(共 9790 字)。本研究第二部分則分析了共八位西班牙語 初學者對此二類繪本的看法及廣泛閱讀所產生的學習成效。 在語料庫分析結果中，Z測驗顯示兒童繪本(ACB)明顯較分級學習繪本 (GRB)包含更多種類動詞(p < .0002 )，而在獨立T檢驗數據中則無明顯頻 率差別，在詞彙情緒、時態及 verboids 上也得出相同結果。在兩種繪本的語料 庫分析中，165 個共同動詞(43.3%)在使用頻率上並無明顯差異(p < .91)，而 在較高階的讀本中，所使用的動詞有 75% 都被歸於前 3000 最常用字中。 此個案研究結果顯示，兩種繪本皆對學習者有所幫助，但較正式的文本可產生 較好效果。此外，受試者也建議對初階學習者可使用圖畫書及朗讀輔助。受試 者偏好有圖片的分級繪本，但也能看出此兩種讀物的個別價值。 此研究結果展現出了在詞彙及文法架構較困難時，圖畫書能幫助學習者了解意義，並進而增進語言學習成效。對初階語言學習者而言，因分級讀本透過 A1 及A2 詞彙文法架構設計，提供了大量重複動詞，可作為學習基礎西班牙文字彙的 適當教材。在類似的狀況下，兒童繪本可作為初學者增進語言學習質量的附加 教材。根據研究者對受試者的觀察及理解，分級讀本及兒童繪本都可作為學習 語言的正式教材。

Extensive reading (Krashen, 2004) has multiple positive impacts on L2 acquisition. However, its success depends on whether suitable reading materials are accessible. Some researchers argue that simplified texts (e.g., graded readers) distort the language, making it unsuitable for learners (Nation & Wang, 1999). On the other hand, authentic texts may overwhelm learners with a high number of challenging vocabulary (Nation, 1983), which may impede reading fluency and comprehension (Herman, 2019). This study thus argued for using both types of texts in teaching and learning Spanish as a foreign language in and out of the classroom.
The first part of this study aimed to compare graded illustrated books (GRB) and authentic illustrated books (ACB) in Spanish from a lexico-grammatical perspective to determine their respective impact on beginning learners. Thirteen GRB (9836 tokens) and twenty-nine ACB (9790 tokens) were analyzed. The purpose of the second part was to gather the perception of eight beginning learners of Spanish of reading GRB and ACB, as well as to measure the effects of extensive reading on their language proficiency.
For the corpus analysis, the z-test results showed that ACB contained significantly more types of verbs (p < .0002) than GRB, with no statistical difference between the overall frequencies of verbs using an independent samples t-test. The usage of moods, tenses and verboids followed a similar distribution. Among the 165 verbs shared in both corpora (43.3%), no statistical difference was found in their frequency (p < .91). As for the difficulty level, more than 75% of the verbs in each corpus are in the first 3000 frequent words. The case studies showed positive effects from reading graded and authentic picture books, but with slightly better results when students read the former. Moreover, the students suggested using picture books and reading-aloud sessions for beginners of Spanish. When comparing both kinds of materials, the participants favored illustrated graded readers over authentic texts, but generally, they could see the respective value in each material.
In conclusion, the findings imply that using picture books with beginning students is a great way to involve learners into the literacy club, as the pictures can help them comprehend the meaning when the vocabulary and structures are still challenging. Specifically, graded reader books are proper materials to begin the reading journey with elementary level students because they follow the lexico-grammatical recommendations for A1 and A2 levels, and offer equally highly repeated verbs for easier Spanish vocabulary acquisition. With a similar pattern, authentic illustrated books can still be used with beginning learners but as additional material to expand the quality and quantity of language input. According to the author's observations and the perception and experience of the students, both GRB and ACB can serve as bridge materials towards authentic texts (without images).

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