Extensive Reading
Prepared by:
MAGOGO, Daniel T.
The university of Dodoma.
COED.
0769 058488.
Extensive reading is an approach to language including foreign language by the means of a large of unknown words in specific context will allow the learner to the words in specific context will allow the learner to the words meaning specific context thus to learn unknown words. (cobb, 2007)
Extensive reading is an “extensive reading approach” and involves students reading along texts orf large quantities for general understanding. With the intention of enjoying the text. (BBC World service)
A second language or L2 is any language learned after the first language or mother tongue.
A skill is the learned capacity to carry out pre-determined results often with the minimum outlay of time, energy, or both. Skills can often be divided into domain-general and domain-specific skills. For example, in the domain of work, some general skills would include time management, teamwork and leadership, self motivation and others, whereas domain-specific skills would be useful only for a certain job. Skill usually requires certain environmental stimuli and situations to assess the level of skill being shown and used.(Wikipedia)
The following are the strategies to be used by teacher in order to encourage the student to read extensively.
Teacher motivation to students; One of the key factors to the success (or not) of an extensive reading programme is motivation. Capturing student interest is the key. If the materials available are interesting to the students, then they will be far more likely to want to read them. These books should also be at a level appropriate to their reading ability. As mentioned earlier, the texts should not be too difficult so students experience the frustration of not being able to understand the books.(Barnett 1988)
Teacher should encourage competition on extra reading and prizes for the best students, this should promote students to become confident when entering
MAGOGO, Daniel T.
The university of Dodoma.
COED.
0769 058488.
Extensive reading is an approach to language including foreign language by the means of a large of unknown words in specific context will allow the learner to the words in specific context will allow the learner to the words meaning specific context thus to learn unknown words. (cobb, 2007)
Extensive reading is an “extensive reading approach” and involves students reading along texts orf large quantities for general understanding. With the intention of enjoying the text. (BBC World service)
A second language or L2 is any language learned after the first language or mother tongue.
A skill is the learned capacity to carry out pre-determined results often with the minimum outlay of time, energy, or both. Skills can often be divided into domain-general and domain-specific skills. For example, in the domain of work, some general skills would include time management, teamwork and leadership, self motivation and others, whereas domain-specific skills would be useful only for a certain job. Skill usually requires certain environmental stimuli and situations to assess the level of skill being shown and used.(Wikipedia)
The following are the strategies to be used by teacher in order to encourage the student to read extensively.
Teacher motivation to students; One of the key factors to the success (or not) of an extensive reading programme is motivation. Capturing student interest is the key. If the materials available are interesting to the students, then they will be far more likely to want to read them. These books should also be at a level appropriate to their reading ability. As mentioned earlier, the texts should not be too difficult so students experience the frustration of not being able to understand the books.(Barnett 1988)
Teacher should encourage competition on extra reading and prizes for the best students, this should promote students to become confident when entering
References: Barnett, M.A. (1988). Reading through context: How real and perceived strategy use affects L2 comprehension. The Modern language Journal. Cobb, T. (2007), computing the vocabulary demands of L2 reading language learning and technology. Day RR & J Bamford (1998) 'Extensive Reading in the Second Language Classroom ' Cambridge:CUP Davis, C. (1995). 'Extensive reading: an expensive extravagance? ' English Language Teaching Journal. Applied Linguistics: The internet TESL Journal. 1998 Dony, R; Bamford, J. (1988) Extensive reading in the second language classroom, Cambridge, U.K Cambridge university press. Applied Linguistics: The internet TESL Journal. 1998 Elley, W. B. (1991). 'Acquiring literacy in a second language: The effect of book-based programs. ' Language Learning: Applied Linguistics: The internet TESL Journal. 1998 Pickard, N. (1996). 'Out-of-class language learning strategies. ' English Language Teaching Journal, Applied Linguistics: The internet TESL Journal. 1998 Tsang, Wai-King. (1996). 'Comparing the Effects of Reading and Writing on Writing Performance. ' Applied Linguistics: The internet TESL Journal. 1998 Wikipedia the free encyclopedia.