In this essay, I will be concerned with a topic that has encouraged much (highly interesting) discussion in the course Principles of ELT Methodology, namely FL/ESL/EFL extensive reading, a teaching/learning procedure which (more or less) corresponds to what has been called 'pleasure readig', 'sustained silent reading' (SSR), or 'uninterrupted sustained silent reading' (USSR) in L1 extensive reading. (Vaughan 1982: 69) I begin here by providing a brief definition of 'extensive reading' (section 2). I will then proceed to discuss the main differences between 'intensive' and 'extensive' reading (section 3). As extensive reading might best be explained as a set of principles, I will also refer to some of the principles offered by Day & Bamford (2004), which provide a theoretical framework for putting extensive reading into action in the language classroom. In sections 4 and 5, I will finally consider two aspects that I regard as the most significant ones for a successful application of an extensive reading programme, namely the question of whether the pupils should do some kind of feedback project on their reading, or just enjoy, and the role of the teacher.
Table of Contents
- 1. INTRODUCTION
- 2. WHAT IS ‘EXTENSIVE READING’?
- 3. WHAT ARE THE MAIN DIFFERENCES BETWEEN ‘INTENSIVE’ AND ‘EXTENSIVE’ READING?
- 4. SHOULD THE PUPILS DO SOME KIND OF FEEDBACK PROJECT?
- 5. WHAT IS THE ROLE OF THE TEACHER?
- 6. CONCLUSION
Objectives and Key Themes
This essay aims to explore the principles and practical application of extensive reading in the English as a Foreign Language (EFL) classroom. It examines the differences between extensive and intensive reading, considers the need for feedback projects, and discusses the teacher's role in a successful extensive reading program.
- Defining and differentiating extensive and intensive reading approaches.
- The role of student choice and engagement in extensive reading.
- The effectiveness of feedback mechanisms in extensive reading programs.
- The teacher's role in supporting and motivating students in extensive reading.
- The benefits of extensive reading for fluency and reading comprehension.
Chapter Summaries
1. Introduction: This introductory chapter sets the stage by defining the focus of the essay: extensive reading in EFL/ESL contexts. It briefly introduces the concept and connects it to similar approaches like "pleasure reading" and "sustained silent reading." The author lays out the structure of the essay, previewing the subsequent sections dedicated to defining extensive reading, contrasting it with intensive reading, and discussing the roles of student feedback and teacher involvement.
2. What is 'extensive reading'? This chapter provides a comprehensive definition of extensive reading, drawing on established literature. It highlights the emphasis on reading large quantities of material for general comprehension rather than detailed linguistic analysis. The chapter emphasizes the importance of selecting engaging and accessible texts, aligning with students' interests, rather than prioritizing literary merit. The author also suggests practical classroom implementation strategies such as creating class libraries with graded readers, mirroring the principles outlined by Davis (1995).
3. What are the main differences between 'intensive' and 'extensive' reading? This chapter uses a comparative grid to contrast intensive and extensive reading approaches. It elaborates on the differences in aims (language learning vs. reading fluency), the percentage of text comprehension required, the appropriate reading level of the material, reading speed, length of texts, types of texts used, the tasks involved, and the teacher's role. This section highlights how extensive reading prioritizes speed and general understanding within a more relaxed and enjoyable learning environment.
4. Should the pupils do some kind of feedback project? This chapter delves into the debate surrounding feedback mechanisms in extensive reading programs. The author questions the necessity of traditional follow-up tasks like book reports, arguing that the reading experience itself should be the primary reward. The chapter cites concerns that excessive feedback can be counterproductive, potentially diminishing the enjoyment and motivation associated with extensive reading. It advocates for a more balanced approach, suggesting that any follow-up activities should enhance, not hinder, the reading experience.
Keywords
Extensive reading, intensive reading, EFL, ESL, reading fluency, comprehension, pleasure reading, graded readers, teacher's role, student feedback, classroom implementation, language learning.
Frequently Asked Questions: A Comprehensive Guide to Extensive Reading in EFL/ESL Classrooms
What is the purpose of this document?
This document provides a comprehensive overview of extensive reading in English as a Foreign Language (EFL) and English as a Second Language (ESL) classrooms. It includes a table of contents, objectives and key themes, chapter summaries, and keywords. It aims to explore the principles and practical application of extensive reading, examining its differences from intensive reading, the role of feedback, and the teacher's contribution to a successful program.
What is extensive reading?
Extensive reading emphasizes reading large quantities of material for general comprehension, prioritizing enjoyment and fluency over detailed linguistic analysis. The focus is on selecting engaging and accessible texts aligned with student interests, rather than prioritizing literary merit. This approach often involves using graded readers and building classroom libraries.
How does extensive reading differ from intensive reading?
Extensive and intensive reading differ significantly in their aims, methods, and outcomes. Extensive reading prioritizes reading speed and general understanding for fluency development, while intensive reading focuses on detailed linguistic analysis and in-depth comprehension of shorter texts. The differences extend to the reading level of materials, the length of texts, the types of texts, the tasks involved, and the teacher's role.
What is the role of student choice and engagement in extensive reading?
Student choice and engagement are crucial to successful extensive reading. The selection of materials should align with student interests to foster enjoyment and motivation. The emphasis is on a relaxed and enjoyable learning environment that encourages students to read widely and extensively.
What is the role of feedback in extensive reading?
The document questions the necessity of traditional feedback mechanisms like book reports. While acknowledging the potential benefits, it cautions against excessive feedback which could diminish enjoyment and motivation. Any follow-up activities should enhance, not hinder, the reading experience. The reading experience itself should be the primary reward.
What is the role of the teacher in an extensive reading program?
The teacher plays a vital role in supporting and motivating students in extensive reading. This includes creating a supportive classroom environment, providing access to a wide range of suitable reading materials, and fostering a positive attitude towards reading for pleasure and fluency development. The teacher's role is less focused on direct instruction and more on creating opportunities for students to read independently and develop their skills organically.
What are the benefits of extensive reading?
Extensive reading promotes fluency and reading comprehension. By exposing students to a large volume of text, it helps them develop automaticity in recognizing words and understanding meaning. This, in turn, fosters confidence and enjoyment in reading, leading to improved reading skills.
What are the key concepts discussed in this document?
Key concepts explored include: extensive reading, intensive reading, EFL/ESL, reading fluency, comprehension, pleasure reading, graded readers, the teacher's role, student feedback, classroom implementation, and language learning.
- Arbeit zitieren
- Verena Schörkhuber (Autor:in), 2008, Extensive Reading, München, GRIN Verlag, https://www.grin.com/document/133427
