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 Core Themes
This essay explores the implementation of extensive reading in FL/ESL/EFL language instruction. It aims to clarify the pedagogical differences between intensive and extensive reading approaches and evaluates how teachers can effectively integrate extensive reading programs into school curricula to foster lifelong reading habits without overburdening students with assessment tasks.
- The distinction between intensive reading and extensive reading methodologies.
- Theoretical frameworks for implementing extensive reading in the classroom.
- Criteria for selecting appropriate reading materials for diverse learner levels.
- Strategies for monitoring student progress without relying on traditional testing.
- The evolving role of the teacher as a guide and model for reading.
Excerpt from the Book
3. What are the main differences between ‘intensive’ and ‘extensive’ reading?
As far as the aim of intensive reading is concerned, pupils typically ‘[…] work with short texts with close guidance from the teacher’ in order to ‘obtain detailed meaning from the text […] and to enhance vocabulary and grammar knowledge.’ (Renandya 2007: 135) In contrast to the language learning and detailed understanding that intensive reading requires, the purpose of extensive reading is reading for ‘pleasure, information, and general understanding’ (Day & Bamford 2004: 2), with the pupils being encouraged to read as much and as fluently as possible. As such, ‘[r]ather than 100 percent comprehension, learners aim only for sufficient understanding to achieve their reading purpose.’ (Day & Bamford 2004: 3)
As for the level of text, unlike in intensive reading, where the material pupils read is typically above their linguistic level, in extensive reading, the pupils should be reading text at an i-1 level. In other words, as pupils will probably not succeed in reading extensively if they have to struggle with difficult material, the material should be ‘near or even below their current level’ (Renandya 2007: 145), ‘[containing] few or no unfamiliar items of vocabulary and grammar.’ (Day & Bamford 2004: 2) I would argue that for learners who have not had much exposure to contextualised language and who might thus lack confidence in their reading, even i-2 material might be appropriate, at least in the initial stage of the reading programme. Of course, ‘[p]upils can be encouraged to move between levels in order to find out what they can and cannot read comfortably.’ (Davis 1995: 334)
Summary of Chapters
1. INTRODUCTION: Introduces the topic of extensive reading in ELT methodology and outlines the essay's focus on defining the procedure, comparing it to intensive reading, and examining practical implementation.
2. WHAT IS ‘EXTENSIVE READING’?: Provides definitions of extensive reading as a supplementary library scheme that prioritizes reading for pleasure and meaning over testing and grammatical accuracy.
3. WHAT ARE THE MAIN DIFFERENCES BETWEEN ‘INTENSIVE’ AND ‘EXTENSIVE’ READING?: Compares the two approaches based on aims, reading speed, text difficulty, and the role of the teacher using a comparative grid.
4. SHOULD THE PUPILS DO SOME KIND OF FEEDBACK PROJECT?: Critically discusses the necessity of follow-up tasks and suggests creative, non-traditional activities that respect the integrity of the reading experience.
5. WHAT IS THE ROLE OF THE TEACHER?: Explains how the teacher’s role shifts from a controller to a guide and reading model who fosters a positive, lifelong reading attitude.
6. CONCLUSION: Summarizes the advantages of extensive reading and argues for its increased integration into Austrian high school English instruction.
Keywords
Extensive reading, Intensive reading, ELT methodology, Pleasure reading, Language fluency, Reading habits, Comprehensible input, Learner autonomy, Classroom instruction, Pedagogical approach, Reading motivation, Student-teacher conference, Graded readers.
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on the pedagogical implementation of extensive reading in English as a foreign language (EFL/ESL) contexts, contrasting it with traditional intensive reading practices.
What are the central themes of the work?
The key themes include the definition of extensive reading, the differentiation between reading for fluency versus reading for language accuracy, student motivation, and appropriate teacher support strategies.
What is the core research objective?
The objective is to demonstrate why extensive reading should be a vital component of language instruction and how it can be successfully managed in schools to nurture a lifelong reading habit.
Which methodology is employed in this study?
The author uses a literature-based theoretical analysis, referencing established ELT methodology scholars, combined with a comparative framework to analyze reading strategies.
What does the main body cover?
It covers the definition of the procedure, a systematic comparison between intensive and extensive reading, evaluation of post-reading feedback projects, and the shifting role of the instructor.
Which keywords best characterize this work?
Key terms include extensive reading, reading fluency, learner autonomy, pedagogical approach, comprehensible input, and language instruction.
Why does the author argue against traditional book reports?
The author suggests that traditional book reports can be counter-productive, boring, and take time away from the actual reading experience, which should be prioritized as the primary goal.
What is the "student-teacher conference" mentioned in the text?
It is a proposed monitoring strategy suggested by Renandya, designed to help teachers check on student progress and identify potential reading challenges in a supportive, non-evaluative manner.
- Citation du texte
- Verena Schörkhuber (Auteur), 2008, Extensive Reading, Munich, GRIN Verlag, https://www.grin.com/document/133427
