What is Extensive Reading?

The rationale plus various views, definitions and permutations of the term Extensive Reading

Characteristics of Extensive Reading

from Day & Bamford, p. 7-8

Extensive Reading: Why? and How

by Timothy Bell, from The Internet TESL Journal

The Inescapable Case for Extensive Reading

By Rob Waring, included in A. Cirocki (Ed.) Extensive Reading in English Language Teaching

The Edinburgh Project on Extensive Reading

Postgraduate Study & Research

Extensive Reading: What Is It? Why Bother?

by Julian Bamford & Richard R. Day, The Language Teacher, May 1997

Graded and Extensive Reading — Questions and Answers

by Rob Waring, The Language Teacher, May 1997

The Language Learning Benefits of Extensive Reading

by Paul Nation, The Language Teacher, May 1997

Reaching Reluctant Readers

by Richard Day and Julian Bamford, in Forum, Vol 38 No 3, July – September 2000

Reading courses – a question of self-motivation?

by Andrew Barfield, Learning Learning, Vol.3, no.3 (January, 1997)

SSS Extensive Reading Method Proves Effective Way to Learn English

by FURUKAWA Akio, SEG (Scientific Education Group), April 2006

Telling the Truth about Extensive Reading

by Jasna Dubravcic, The Language Teacher, December 1996

Why Extensive Reading should be an indispensable part of all language programs

by Rob Waring (PDF file)

Why do you like Extensive Reading?

Responses to a questionnaire conducted by Rob Waring, Autumn 1999.

via extensivereading.net

Posted via email from Academentia

The Importance of Extensive Reading

`Extensive reading crucial for English acquisition Voluntary extensive reading is an effective way for Koreans to acquire English fluency, an English education expert believes. Shin Kyu-cheol, professor in the department of English language at Far East University, feels it can expose them not only to the language but also to culture and material that would motivate them to study. Koreans are learning English as a foreign language (not a second language) in an environment where exposure to the language and culture is rare. Reading would help increase the exposure, Shin said. Through reading books that are rich in linguistic and cultural elements, one can learn how words are used in specific contexts, and enhance critical and creative thinking skills and cultural understanding. Shin, who has headed the Korea Association of English Reading Education, a group of some 100 English education experts, since its inception in April 2008, underscored that starting with boo ks that are interesting and easy to read is important. There are many books that have been adapted according to learners levels. Learners should choose books that are one level lower than their current one to maintain their interest and motivation, Shin said. If the books are not interesting, reading could become a difficult chore, which would discourage learners to continue to read. The professor claimed that through extensive reading, learners can develop all four language skills - reading, writing, speaking and listening - in an integrated way. While reading books extensively, learners would repeatedly encounter words and expressions, which will be then internalized and used proficiently when they write things in English, Shin said. With the proper training to recognize sounds for corresponding words and expressions that they have read, learners can develop their speaking and listening skills. They can use a wide array of multimedia materials containing what they read in the books. Multimedia materials can be helpful in enhancing learners phonemic awareness to enable them to hear, identify and manipulate phonemes, the smallest units of sound that can differentiate meaning, he said. Noting that despite many years of studying English, many Koreans have difficulty speaking English, Shin said Koreans should remove their obsession with being perfectly accurate in their language production. Psychologically, Korean learners seek to be perfect and accurate in their use of English. That is why they are reluctant to speak English and write things in English as they fear making mistakes, Shin said. What matters is whether they can communicate with the international communication tool, not whether they have a native-like pronunciation. Shin also stressed that there should be changes in the current public English education. English education should b e learner-centered. Securing good teachers is important, but what is more crucial is to forge a good learning environment in which students are motivated to voluntarily study English, he said. Teachers can play a role of a facilitator who can help students select good books and study in good reading environments. (sshluck@heraldm.com) By Song Sang-ho 2010.02.16 Copyright 2001 ~ 2003 Herald Media INC. All rights reserved. Contact webeditor@heraldm.com for more information. __._,_.___ Your email settings: Individual Email|Traditional Change settings via the Web (Yahoo! ID required) Change settings via email: Switch delivery to Daily Digest | Switch to Fully Featured Visit Your Group | Yahoo! Groups Terms of Use | Unsubscribe __,_._,___

Free Online Intermediate English Textbook

Free Online Intermediate English Textbook via Larry Ferlazzo's Websites of the Day... by Larry Ferlazzo,1/24/10. who writes:

Fiction in Action: Whodunit is a new textbook for English Language Learners (it appears to me for Intermediate level) that is freely downloadable. I'm not a big fan of any textbook but, if you have to use one or want to use one, it is certainly worth a look.Here's how the publisher describes it:

Fiction in Action: Whodunit is something not seen before, a textbook designed to act as a bridge to extensive reading. Over 12 units encompassing two original six-chapter stories, the book introduces students to the hows and the pleasures of reading accessible fiction in English. Fiction in Action focuses on extended and connected passages in one genre—in this case, the detective story—familiarizing students with the language, style and literary conventions associated with this form of story. A special feature of the text is tasks that are not merely supportive of but intrinsic to the stories.

Extensive reading: why it is good for our students… and for us. | Teaching English | British Council | BBC

An article by Alan Maley posted to BBC's Teaching English, 9 December, 2009: "Extensive reading: why it is good for our students… and for us." In this, the first of two articles for TeachingEnglish, Alan Maley considers the benefits extensive reading can bring to English language learners and teachers.

What is Extensive Reading (ER)?
Extensive Reading is often referred to but it is worth checking on what it actually involves. Richard Day has provided a list of key characteristics of ER (Day 2002). This is complemented by Philip Prowse (2002). Maley (2008) deals with ER comprehensively. The following is a digest of the two lists of factors or principles for successful ER: