This dissertation arises from an attempt to answer questions about whether Moroccan first and second year university students of English as a foreign language (EFL) need extensive reading in order to produce academic texts. Having used two different questionnaires, along with an extensive reading experiment at Mohammed V University, I have been able to analyze and discuss both ethnographic and numerical data obtained from the aforementioned research instruments.
The participants in my research were Moroccan university students and professors. Results indicate a myriad of shortcomings in the teaching of reading and writing in Moroccan higher education. Classroom activities demonstrate a lack of students’ engagement and interaction, especially in the reading session. Results also show students’ willingness and keenness to commence reading extensively because they feel empowered, confident, and fluent over time. Extensive reading (a receptive skill) and academic writing (a productive skill) are both interactive, constructive, and complementary. In extensive reading, students learn to increase their reading speed and comprehension while simultaneously expanding their lexicon, whereas in academic writing they learn to think about the context, audience, and purpose of their piece of writing. In doing so, they learn to write with simplicity, accuracy, clarity, and an analytical eye.
For students, these skills are new and they will ipso facto get used to them after they start writing. Development of literacy de facto relies enormously upon effective learning of reading and writing, for students consume knowledge through the former and produce it through the latter. Given this, both extensive reading and academic writing can solidly transform students into future writers, scholars, thinkers, and academics whose intellectual contributions will change the course of our country for the better. Therefore, the pedagogy adopted for the teaching of reading and writing in Moroccan higher education should be reconsidered.
Inhaltsverzeichnis (Table of Contents)
- I- Introduction
- II- Extensive reading
- III Characteristics of Extensive Reading
- 1) The reading material is easy.
- 2) A variety of reading material on a wide range of topics is available.
- 3) Learners choose what they want to read.
- 4) Learners read as much as possible.
- 5) Reading speed is usually faster rather than slower.
- 6) The purpose of reading is usually related to pleasure, information, and general understanding.
- 7) Reading is individual and silent.
- 8) Reading is its own reward.
- 9) The teacher orients and guides the students.
- 10) The teacher is a role model of a reader.
- IV Graded Readers
- V Academic Writing
- VI Effects of Reading on the Development of Academic Writing
- VII Reconnecting reading and Writing Models
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This article investigates the role of extensive reading in developing academic writing skills for English as a foreign language (EFL) learners. It aims to demonstrate the positive impact of extensive reading on EFL students' writing abilities, specifically in the context of Moroccan higher education.
- The importance of extensive reading in language acquisition
- The characteristics and benefits of extensive reading
- The role of graded readers in supporting extensive reading
- The connection between reading and academic writing
- Models for reconnecting reading and writing in EFL classrooms
Zusammenfassung der Kapitel (Chapter Summaries)
The introduction establishes the premise for the study, highlighting the significance of literacy, particularly reading and writing, in EFL education in Morocco. The article argues for the need to bridge the gap between reading and writing instruction, which has traditionally been separated in EFL classrooms.
Chapter II discusses the concept of extensive reading and its key principles, focusing on the idea that exposure to a large amount of enjoyable and accessible reading material is essential for language development. The chapter also contrasts extensive reading with intensive reading, highlighting the different goals and approaches of each method.
Chapter III explores the ten characteristics of effective extensive reading, as outlined by Bamford and Day. Each characteristic is analyzed in detail, providing insights into the key elements of this pedagogical approach.
Chapter IV delves into the role of graded readers in extensive reading programs. The chapter emphasizes the importance of selecting appropriately leveled reading materials that are engaging and accessible for learners. It also discusses the benefits of using graded readers, such as building reading speed, vocabulary acquisition, and fluency.
Chapter V examines the nature and importance of academic writing, highlighting the significance of critical thinking, research skills, and the ability to synthesize information. The chapter explores the various demands and challenges of academic writing, emphasizing the need for learners to demonstrate their knowledge and proficiency in a specific discipline.
Chapter VI explores the effects of reading on writing, focusing on the development of syntactic skills, vocabulary enrichment, and style improvement. It reviews several empirical studies that have investigated the relationship between reading and writing, concluding that extensive reading has a positive impact on writing performance.
Chapter VII presents three models for reconnecting reading and writing in EFL classrooms. Each model is examined in detail, highlighting the different perspectives on the relationship between reading and writing. The chapter emphasizes the need for a more integrated approach that recognizes the generative nature of both reading and writing.
Schlüsselwörter (Keywords)
The key terms and concepts explored in this article include extensive reading, graded readers, EFL (English as a Foreign Language), academic writing, literacy, reading comprehension, vocabulary development, writing skills, and pedagogical approaches. The article examines the interplay between these elements in the context of EFL education, particularly in Moroccan higher education. It emphasizes the importance of connecting reading and writing instruction to enhance learners' overall literacy and academic success.
- Quote paper
- Housseine Bachiri (Author), 2016, Reconnecting Extensive Reading and Academic Writing in the Moroccan EFL Classroom, Munich, GRIN Verlag, https://www.grin.com/document/334152
