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.
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
VIII Conclusion
Research Objectives and Core Themes
This work investigates the critical relationship between extensive reading and the development of academic writing skills among learners of English as a foreign language (EFL), arguing that these two processes are inextricably linked and should be taught in tandem rather than in isolation.
- The pedagogical significance of extensive reading in language acquisition.
- The role of graded readers in facilitating student engagement and fluency.
- The core components and requirements of effective academic writing.
- Evidence for the positive impact of reading on syntactic and stylistic writing growth.
- Theoretical models for reconnecting reading and writing in the classroom.
Excerpt from the Book
III Characteristics of Extensive Reading
For a better grasp of extensive reading as an approach in the field of TEFL, Bamford and Day came up with ten characteristics that specify how extensive reading should be taught. It must be noted that Ray Williams offers his approach to teaching foreign-language reading in his 1986 article, “Top Ten Principles for Teaching Reading.” Nevertheless, Day and Bamford regard Williams’s approach as excessively focused on grammar in lieu of pleasure and general understanding. In the section below, an attempt will be made to introduce and discuss the ten characteristics offered by Bamford and Day (1998: 7-8).
Summary of Chapters
I- Introduction: The author introduces the necessity of integrating reading and writing to improve literacy and academic performance in the Moroccan EFL context.
II- Extensive reading: This chapter defines extensive reading as a crucial, meaning-focused practice that supports language acquisition and creative thinking.
III Characteristics of Extensive Reading: The author outlines ten key principles developed by Bamford and Day to guide the effective implementation of extensive reading in language programs.
IV Graded Readers: This section emphasizes the role of simplified texts in building fluency and motivation for students at various proficiency levels.
V Academic Writing: The chapter explores the multifaceted nature of academic writing, defining it as a pivotal, research-based communication skill.
VI Effects of Reading on the Development of Academic Writing: Empirical research is presented to demonstrate how consistent reading leads to measurable improvements in writing mechanics and style.
VII Reconnecting reading and Writing Models: Three theoretical models are introduced to explain how reading and writing can be unified in classroom instruction.
VIII Conclusion: The author summarizes the findings, reiterating that extensive reading is a vital determinant of writing success and calls for more integrated pedagogical approaches.
Keywords
Extensive Reading, Academic Writing, EFL Classroom, Literacy, Graded Readers, Language Acquisition, Pedagogical Approach, Meaning-making, Writing Development, Student Motivation, Syntactic Skills, Language Teaching, Cognitive Processes, Reading Speed, Vocabulary Growth.
Frequently Asked Questions
What is the core focus of this publication?
The work examines the relationship between extensive reading and academic writing, arguing that they are mutually beneficial processes that should be taught together in the EFL classroom.
What are the primary topics covered?
The book covers the ten principles of extensive reading, the use of graded readers, the nature of academic writing, and empirical studies linking reading habits to writing proficiency.
What is the author's main research goal?
The objective is to determine if EFL learners require extensive reading to effectively produce high-quality academic texts and to advocate for a pedagogical shift in Morocco.
Which methodology is utilized?
The publication utilizes a literature-based research approach, synthesizing historical studies and pedagogical models to support its claims about reading and writing integration.
What is discussed in the main body of the work?
The main body breaks down the theory of extensive reading, the selection criteria for reading materials, the requirements of academic writing, and existing models for combining these two skills.
Which keywords characterize the work?
Key terms include Extensive Reading, Academic Writing, EFL, Graded Readers, and Literacy Development.
Why are graded readers essential for EFL learners?
Graded readers are written with simple sentence structures, which helps learners avoid frustration, build reading speed, and eventually move from focusing on individual words to understanding complex ideas.
How do reading and writing overlap according to the third model presented?
The third model views both as processes of consumption and production, emphasizing that reading provides the information and context necessary for successful academic composition.
What challenges do Moroccan university students face?
The research concludes that these students face significant difficulties in writing because reading instruction is currently more prevalent than direct writing instruction.
- 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
