Extensive Reading
21.03.2012
Extensive Reading in DFL to Augment Learning English
Starting from spring 2012 semester a new practice called ‘Extensive Reading’ has started in our department. Palmer, the pioneer in extensive reading in second language learning, defines extensive reading as a practice through which “texts …[are] clearly being read for the purpose of language study, but because attention …[is] on the content and not language, it could only be that the texts …[are] also being read for ordinary real world purposes of pleasure and information” (cited in Day and Bamford, 1998, p. 5). That is to say, it is a practice in which the students, within the sphere of their interest, would be able to choose some materials other than their course materials such as abridged and non-abridged books, newspaper articles, and online sources to read out of class and to produce a creative outcome from what they have read voluntarily.
Our aim of Extensive Reading is to create a more authentic and enjoyable environment for non-prep and ESP groups as well as prep-based groups. This, in fact, is a way to improve students’ skills in English language learning by exposing them to English outside class. Apparently, extensive reading can be an attempt to increase the motivation of the students in practicing English since it might provide them a semester-long freedom.
Through long educational feedback taken from the students, it is found out that students very easily get bored of reading texts that they have to get prepared for their class activities either because they are obligatory duties or they do not address to the tastes of these individuals. This intensive reading, they believe, do somehow limit their creative thinking and innovative practices. Thus, beside their course readings, it was decided to provide them with an alternative reading activity called Extensive Reading through which they can deal with something other than their course books.
Through this practice the students will feel the freedom and joy of working on some reading that they can choose personally. Furthermore, through individual readings (books and CDs) they will be able to practice their reading skills as well as their pronunciation. In addition, this practice will provide them a chance to produce their own creative materials such as posters, picture stories, or drama within their groups or individually. In some other groups who are interested in film shooting, it is decided to give the students a chance to shoot a scene from the book they have read or to make a trailer of the book.
As these individual or group products of the students will be exhibited under supervision of the Department of Foreign Languages, it would both create a motivating atmosphere for the students to be proud of themselves and their creativity and it would enforce them to develop a higher self-esteem while noticing their achievements in this practice.
As this application will be done in many different groups and courses, a pre-planned guideline for how to deal with extensive reading was shared with the instructors regarding how to guide the students to choose a book or a text, how to go through pre-while and post reading steps and activities, and how to finalize their reading with a creative outcome that the students find to be interesting.
Thus, we hope to make our students more involved and responsible for their own improvement of English language skills and guide them towards life-long learning through extensive reading.
Ladan AMIR SAFAEI
Works cited:
Day, Richard, R., Bamford, Julian (eds.). (1998). Extensive Reading in the Second Language
Classroom. Cambridge: Cambridge University Press.
Starting from spring 2012 semester a new practice called ‘Extensive Reading’ has started in our department. Palmer, the pioneer in extensive reading in second language learning, defines extensive reading as a practice through which “texts …[are] clearly being read for the purpose of language study, but because attention …[is] on the content and not language, it could only be that the texts …[are] also being read for ordinary real world purposes of pleasure and information” (cited in Day and Bamford, 1998, p. 5). That is to say, it is a practice in which the students, within the sphere of their interest, would be able to choose some materials other than their course materials such as abridged and non-abridged books, newspaper articles, and online sources to read out of class and to produce a creative outcome from what they have read voluntarily.
Our aim of Extensive Reading is to create a more authentic and enjoyable environment for non-prep and ESP groups as well as prep-based groups. This, in fact, is a way to improve students’ skills in English language learning by exposing them to English outside class. Apparently, extensive reading can be an attempt to increase the motivation of the students in practicing English since it might provide them a semester-long freedom.
Through long educational feedback taken from the students, it is found out that students very easily get bored of reading texts that they have to get prepared for their class activities either because they are obligatory duties or they do not address to the tastes of these individuals. This intensive reading, they believe, do somehow limit their creative thinking and innovative practices. Thus, beside their course readings, it was decided to provide them with an alternative reading activity called Extensive Reading through which they can deal with something other than their course books.
Through this practice the students will feel the freedom and joy of working on some reading that they can choose personally. Furthermore, through individual readings (books and CDs) they will be able to practice their reading skills as well as their pronunciation. In addition, this practice will provide them a chance to produce their own creative materials such as posters, picture stories, or drama within their groups or individually. In some other groups who are interested in film shooting, it is decided to give the students a chance to shoot a scene from the book they have read or to make a trailer of the book.
As these individual or group products of the students will be exhibited under supervision of the Department of Foreign Languages, it would both create a motivating atmosphere for the students to be proud of themselves and their creativity and it would enforce them to develop a higher self-esteem while noticing their achievements in this practice.
As this application will be done in many different groups and courses, a pre-planned guideline for how to deal with extensive reading was shared with the instructors regarding how to guide the students to choose a book or a text, how to go through pre-while and post reading steps and activities, and how to finalize their reading with a creative outcome that the students find to be interesting.
Thus, we hope to make our students more involved and responsible for their own improvement of English language skills and guide them towards life-long learning through extensive reading.
Ladan AMIR SAFAEI
Works cited:
Day, Richard, R., Bamford, Julian (eds.). (1998). Extensive Reading in the Second Language
Classroom. Cambridge: Cambridge University Press.