Teaching Extensive Reading in Another Language by Nation I. S. P.; Waring Rob;

Author:Nation, I. S. P.; Waring, Rob;
Language: eng
Format: epub
Publisher: Taylor & Francis Group
Published: 2020-07-15T00:00:00+00:00

There also needs to be a move to help extensive reading be seen as a crucial and legitimate learning activity. Brown (2009) suggests that textbooks should promote extensive reading by explicitly recommending that learners do it, by each unit in the textbook including recommendations for extensive reading, by including reading logs, by including excerpts from graded readers in the textbooks to tempt learners to read more including serializing a graded reader, by making learners aware of the range of topics covered by graded readers and getting the learners to follow a flow chart to help them find books that would interest them, and by including activities that involve discussing books read. Robb and Kano (2013) provide evidence that making the amount of extensive reading done contribute to a substantial part of the grade for a course has positive effects on the amount read. Teachers have to be careful not to assign all learners the same grade for reaching the minimum of, say, 60,000 words as this will likely demotivate the learner who read 140,000. The method with the most success seems to be where a minimum amount is set to pass the class, e.g. 60,000 words. To get higher grades, learners would need to read increasingly more material such as a C might be 75,000, a B, 100,000, and an A, 150,000.

Although short quizzes on each book read can be used to check that the reading has been done, such quizzes have little if any effect on learners’ attitude to reading (Stoeckel, Reagan, & Hann, 2012). That is, the quizzes do not turn learners off reading but neither do they make them more enthusiastic about reading. So, if teachers want to use such quizzes as a way of making sure the reading is done, then they can be used without the fear of causing negative attitudes to reading. Robb (2015) also presents compelling arguments for making use of such quizzes, especially where learners may need to be pushed to read. Cheetham, Harper, Elliott, and Ito (2016) noted that some learners valued the feedback from quizzes which confirmed that they had read well.

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