Great reading skills are indispensable for a learner of a foreign language in order to succeed in second language learning. The aim is to be a good reader who is capable of understanding even difficult texts without much effort. Of course, modern life has an effect on pupils’ activities at home so that watching videos or playing computer games can lead to neglect educational activities such as reading books. Of course, there are numerous pupils who really enjoy reading in their leisure time, regarding reading as a hobby. Taking pleasure in an activity generally requires ease and comfort. As second language learning can sometimes be hard and involves a great deal of expense and effort, most pupils have a negative attitude towards reading in a second language. At school, teachers even strengthen students’ antipathy towards reading due to the approach they choose, that is, close and careful examination of difficult, short texts, also known as intensive reading. Another approach to language learning is extensive reading (short: ER) which is rather a less common approach compared to intensive reading. In short, extensive reading refers to the idea that pupils read as many books as possible. They have to be easy to understand so that pupils read them for pleasure. The question now is which of the two approaches contribute most to pupils’ literary skills.
In this paper, my goal is to prove that extensive reading programs are very beneficial to language acquisition, but they are not commonplace due to various constraints imposed on the implementation of extensive reading programs at school.
At first, I will shortly explain what extensive reading really is by giving definitions. In order to achieve this, I will compare extensive reading with intensive reading which is more common in the context of school. Then, I will examine the numerous benefits of extensive reading as well as some obstacles which explain why extensive reading programs are difficult to implement. At the end, I will introduce practical options and possible solutions in terms of implementing extensive reading programs.
Table of Contents
1. Introduction
2. Extensive Reading Vs. Intensive Reading
3. Ten Basic Principles of ER
4. Benefits
5. Obstacles
6. Practical Options And Solutions
7. Conclusion
8. Works Cited
Objectives & Key Themes
The paper aims to demonstrate that extensive reading programs significantly benefit second language acquisition, despite the common prevalence of intensive reading in school curricula. It investigates why these programs are underutilized by exploring the challenges and potential solutions for their implementation in educational settings.
- Comparison between intensive and extensive reading approaches
- Theoretical framework and the ten core principles of extensive reading
- Analysis of linguistic and motivational benefits for learners
- Examination of institutional and curricular obstacles
- Practical strategies for teachers to implement reading programs effectively
Excerpt from the Book
2.) Extensive Reading Vs. Intensive Reading
In order to define extensive reading, it is helpful to shortly explain what the idea of intensive reading is. Bamford and Day depict intensive reading as a “[…] careful reading (or translation) of shorter, more difficult foreign language texts with the goal of complete and detailed understanding” (1997). Thus, intensive reading is the traditional way of teaching language where the pupils do not have to focus on the content, but on the language. They don’t have any influence on the text material at all, as the teachers choose what to read. Working with textbooks is commonplace. As the texts are short and difficult, they encounter numerous new vocabularies. So, it is possible that the pupils feel either bored or overtaxed, as they may not read at their own level.
In contrast to intensive reading, extensive reading tries to level out the above-mentioned weak points of intensive reading. Harold Palmer, an English linguist, was the first who applied the phrase Extensive Reading (qtd. in Bamford and Day 1998, 5). According to Palmer, extensive reading means that learners should read “book after book” (qtd. in Bamford and Day 1998, 5). Palmer stresses the importance of reading a large amount of books which should be read as fast as possible. Bamford and Day add that the “[…] reader’s attention should be on the meaning, not the language of the text” (1998, 5). Thus, the learners should not focus on grammatical constructions or on word connections. Instead, they give priority to what actually happens in the book.
Summary of Chapters
1. Introduction: The chapter establishes the importance of reading for foreign language acquisition and presents the central problem of pupils' antipathy towards reading, contrasting intensive and extensive approaches.
2. Extensive Reading Vs. Intensive Reading: This chapter defines both approaches, highlighting how intensive reading focuses on detailed analysis of difficult texts while extensive reading prioritizes reading large quantities of material for meaning and pleasure.
3. Ten Basic Principles of ER: This section details the theoretical framework provided by Day and Bamford, outlining ten essential guidelines for implementing extensive reading in the classroom.
4. Benefits: This chapter explores the positive outcomes of extensive reading, including improved reading comprehension, confidence, vocabulary development, and increased motivation.
5. Obstacles: The author addresses the institutional, financial, and time-related constraints that hinder the adoption of extensive reading programs in secondary education.
6. Practical Options And Solutions: This chapter offers ten practical tips, such as reader interviews and student presentations, to help teachers effectively run extensive reading programs.
7. Conclusion: The conclusion summarizes the effectiveness of both methods and calls for further research and greater consideration of extensive reading despite existing structural barriers.
8. Works Cited: A comprehensive list of academic sources and references used throughout the paper.
Keywords
Extensive reading, Intensive reading, Language acquisition, Reading comprehension, Second language learning, Literacy development, Vocabulary building, Reading for pleasure, Classroom implementation, Educational constraints, Learner autonomy, Teaching strategies, Reading community, Motivation, Pedagogical approaches.
Frequently Asked Questions
What is the primary subject of this research paper?
The paper focuses on the pedagogical approach of "Extensive Reading" in the context of second language learning, investigating its effectiveness and its position relative to the more common "Intensive Reading" method.
What are the core themes discussed?
The core themes include the definition and principles of extensive reading, the linguistic and motivational benefits it provides to students, the obstacles teachers face when implementing these programs, and practical strategies to overcome those hurdles.
What is the main goal or research question?
The author aims to prove that extensive reading programs are highly beneficial for language acquisition and to explain why, despite these benefits, they are not standard practice due to various school-imposed constraints.
Which scientific methodology does the paper follow?
The paper follows a descriptive and analytical literature review methodology, synthesizing existing academic theories and principles from researchers like Day, Bamford, and Bell to compare educational strategies.
What topics are covered in the main body?
The body covers definitions of reading approaches, the ten principles of extensive reading, evidence-based benefits for learners, the challenges of curriculum requirements and funding, and practical classroom advice.
Which keywords characterize this study?
Key terms include Extensive reading, Intensive reading, Language acquisition, Literacy development, Pedagogical approaches, and Classroom implementation.
Why does the author argue that intensive reading might be less effective for engagement?
The author suggests that intensive reading often involves difficult, short texts and teacher-selected material that can lead to student boredom, overtaxing, and a negative attitude toward the target language.
What is the significance of the "ten basic principles of ER"?
These principles provide a theoretical and practical framework that allows teachers to move from abstract concepts to actual classroom implementation, ensuring that reading remains a pleasurable and effective activity.
- Arbeit zitieren
- Ahmet Yildirim (Autor:in), 2014, The Benefits of Extensive Reading for Foreign Language Acquisition, München, GRIN Verlag, https://www.hausarbeiten.de/document/284053
