2005/12/03 Atsukot@jttk.zaq.ne.jp

What is Extensive Reading?

Extensive Reading means reading in quantity and in order to gain a general understanding of what is read. It is intended to develop good reading habits, to build up knowledge of vocabulary and structure, and to encourage a liking for reading (Longman Dictionary of Language Teaching and Applied Linguistics, 1992) Extensive Reading is an approach to language teaching in which learners read a lot of easy materials in the new language ( Bamford and Day, 2004).100 million words and beyond (Sakai, 2002)

What are the Impact of ER?Empirical studies have shown Gains in reading proficiency Gains in vocabulary Gains in writing ability Gains in general proficiency Growth in positive affect Gains in confidence Experience of Reading Enjoyment

How to Motivate Students to Read Books ExtensivelyProvide easy materials.Provide a variety of reading materials on a wide range of topics.Minimize after-reading tasks.(Book reading record sheet - Gap filling) 4. Secure in-class reading time.

Participants* 401 Second-year EFL Japanese female high school students (aged 16-17) over 7 years Reading Proficiency Level Beginning to high intermediate English Learning Background Four years of formal education before extensive reading English Classes (per week for 45 minutes each) Intensive Reading (3), Extensive Reading (2), Grammar & Composition (3), Oral Communication (2)

Duration: one academic year (April ~ February) Materials: Graded Readers (Cambridge, Heinemann, Longman, Oxford, & Penguin: 200 ~ 1,800 word level) Picture Books (Addison-Wesley, Oxford, Random House, Scholastic, Longman, etc.)Authentic Childrens Books (Magic Tree House & Tree Tops)Requirements:Reading books in class and outside of classroomFilling in book a reading record sheetWriting book summaries (1998 2001)

Extensive Reading Class

Changes in Reading Practice

Data Collection

* Amount of Reading - Self-report record of books readQuestionnaireInterviews with 1/3 of the participants(1998 2003)

of Words Read per Student

of Words Read per Student

of Books Read per Student

of Books Read per Student

In-class Reading vs Voluntary Reading (2004)(Amount of Reading per Student)

Correlations between In-class Reading vs Voluntary Reading

Repeated-Measures ANOVA on the Pre- and Post-SLEP Test Scores (Gains in the SLEP Test)

Correlations between Reading Amount vs C Test Scores

Advantages of In-class SSR (Silent Sustained Reading)Students can secure time to read. share the joy of reading. exchange information immediately. be encouraged by others reading performance. compete with each other to reading more.Teachers can observe students reading performance. give appropriate instruction on the spot. give advice in effective reading.

Advantages of School Library (Survey conducted by Takase 2004 2005)1. The best book management Keeping track of books Saving administration time2. Increase uses of the library Keep reading after class Reading books of other areas Increase of studying time * Attracting other students to ER *3. Easy access for the students Enabling students to browse and skim books before deciding upon one to read4. Clear signal of the university approval of ER

Interview AnswersI had never thought I could read an English book.It was great we could choose books of our own.I was surprised that I was able to understand English without translating into Japanese.I felt a sense of accomplishment and self confidence when I finished a book.I am no longer afraid of in tests and entrance examinations.I can read any kind of books in Japanese, but in English I can read only easy books, which are boring. (Need to raise the threshold level)

ImplicationsHow to attract and motivate reluctant students to read moreHow to improve students English proficiencyHow to motivate colleagues to read books extensively on their ownHow to persuade colleagues and schools to introduce and promote ER

CONCLUSION

For a successful ER program It is necessary to provide students an abundance of easy books in various genres. It is necessary to minimize after-reading tasks.It is necessary to give students enough in-class reading time.

ReferencesDay, R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.Bamford, J., & Day, R. (2004). Extensive Reading Activities for Teaching Language. Cambridge: Cambridge University Press.Drnyei, Z. (1994a). Motivation and motivation in the foreign language classroom. Modern Language Journal, 78(3), 273-284.Sakai, K. (2002) Kaidoku Hyakumango [Toward One Million Words and Beyond]. Japan: Chikuma Shobo.Takase, A. (2004). Investigating Students Reading Motivation through Interviews. Forum for Foreign Language Education, 3. Institute of Foreign Language Education and Research, Kansai University, Osaka: Naniwa Press.Takase, A. (2005). .100(

1. Number of participants in three consecutive years: 104(1999), 68(2000), 44(2001)2. Reading Proficiency Level was measured using the reading section of SLEP Test3. SLEP Test = Secondary Level English Proficiency Test4. Pre-test (April), post-test (February)1. 100 books were kept in each classroom and the the rest were placed in the school library. 2. In the interviews with students in the preliminary study in 1998, some claimed the English summary had been difficult. So, from the following year, they could write summaries in L1 in the 1st term, and in L2 in the 2nd and 3rs term. 1998199920002001200220032004JPN Pub11.310.76.24.20.20.50.2PB 2.613460.1156.9200-2503.83.58.710.421.622.114.5300-4004.324.24.76.58.312.7600-80020.91.31.11.31.412.51000-12000.7 1.0 0.8 1.3 1.5 0.1 4.6 1400-17000.1 0.3 0.3 0.0 0.2 0.0 0.1

* I can read any kind of books in Japanese, but in English I can read only easy books, which are boring.