Extensive Reading

Topics: Applied linguistics, Reading, Dyslexia Pages: 5 (1784 words) Published: May 18, 2011
Prepared by:
MAGOGO, Daniel T.
The university of Dodoma.
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 reading competition, thus through which the student should achieve extensive reading. New books must be prominently displayed from time to time to the student this should encourage the student to increase the habit of reading. Teacher should monitor and keep students records on their progress; If the teacher takes an interest in and keeps record of what students are reading, then this can in itself encourage students. If a note is also made of which books the students like, then the teacher can also recommend other books to the students. The teacher should also be careful to explain the reasons behind the programme, and to highlight the benefits of extensive reading to them so that they know why they are doing it.(Barnett 1988)

The teacher should act as role model; If the teacher is also seen to be a reader by the students, then they will be encouraged to read. The teacher can talk in class about books that she or he has been reading, and if they are knowledgeable about the books in the class library, having read them, then they can make genuine recommendations to students about what to read. The teacher can also read aloud to students, as a way of introducing students to different genres or individual books.(Day & Bamford 1998) Teacher should consider student choice; students choose what they want to read based on their interests. If a student finds a book is too difficult or they don't enjoy it, they can change it for another one. (Barnett 1988) A teacher should also encourage extensive reading out of class; Teachers can do a lot to help students pursue extensive reading outside of the classroom. Having a classroom library and regulary encouraging students to borrow books to take home are some things which can help. If books are shelved in the classroom, students can also be given class time to browse and select books.(Day & Bamford 1998) A teacher should encourage silent reading in class; Extensive reading should not be incompatible with classroom practice and...

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.
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