In everyday life, we read many kinds of materials without being conscious whether we use any strategies to read effectively. In general terms, reading is not different from other learned human abilities such as driving, cooking, playing golf, or riding a bicycle: the more you do it, the more fluent and skillful you become. Usually, teachers are concerned with the developing in their students the ability to read, but how much attention do teachers pay to develop a habit or love of reading in their students? There are some questioned raised from time to time in my class. “Teacher, what does it mean?”, “I can understand nothing from the top to the bottom?”, “What do they ask us to do?”, or even worse “I am getting fed up with reading”. As a teacher, how can you deal with these questions and also avoid meeting them again. Extensive reading has long become an essential part in reading and it has proven to be successful in enhancing learners’ love and interest in reading. Therefore, can extensive reading helps students erase the worries, and create pleasure through reading? Can extensive reading bring development towards students’ reading skill? This essay aims to discuss extensive reading and this essay focuses on some main factors: first, introduction; second, literature review; third, application, and finally, conclusion. II. LITERATURE REVIEW
To start with, I wish to present a brief discussion about what extensive reading is. The term "extensive reading" was originally coined by Palmer (1917, quoted by Day and Bamford, 1997) to distinguish it from "intensive reading" - the careful reading of short, complex texts for detailed understanding and skills practice. It has since acquired many other names: Mikulecky (1990, cited in Day and Bamford, 1997) calls it "pleasure reading" Grabe (1991) and others use the term "sustained silent reading", while Mason and Krashen (in press) call it simply "free reading". And now, we take a look at the difference between extensive reading and intensive reading. Intensive reading often refers to the careful reading (or translation) of shorter, more difficult foreign language texts with the goal of complete and detailed understanding. Intensive reading is also associated with the teaching of reading in terms of its component skills. Texts are studied intensively in order to introduce and practice reading skills such as distinguishing the main idea of a text from the detail, finding pronoun referents, or guessing the meaning of unknown words. Extensive reading, in contrast, is generally associated with reading large amounts with the aim of getting an overall understanding of the material. Readers are more concerned with the meaning of the text than the meaning of individual words or sentences. 1. Characteristics
ER can be defined as the independent reading of a large quantity of material for information or pleasure. The primary aim of ER programmes, according to Day and Bamford, is “to get students reading in the second language and liking it” (p. 6). The book lists the following as key characteristics of a successful ER program (p. 7-8): (1) Students read as much as possible, perhaps in and definitely out of the classroom. (2) A variety of materials on a wide range of topics is available so as to encourage reading for different reasons and in different ways.. (3) Students select what they want to read and have the freedom to stop reading material that fails to interest them. (4) The purposes of reading are usually related to pleasure, information and general understanding. These purposes are determined by the nature of the material and the interests of the student. (5) Reading is its own reward. There are few or no follow-up exercises to be completed after reading. (6) Reading materials are well within the linguistic competence of the students in terms of vocabulary and grammar. Dictionaries are rarely used while reading because the constant...
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