Teaching Extensive Reading in Another Language PDF
Preview Teaching Extensive Reading in Another Language
Teaching Extensive Reading in Another Language This comprehensive book by renowned scholars Paul Nation and Rob Waringaccessiblycoversallaspectsofextensivereadinginsecondandforeign language contexts. The book serves as a major update to the field on the topic, with current research findings on extensive reading as they relate to motivation, reading fluency, and vocabulary learning, among other topics. Clear and straightforward, it includes case studies, strategies, and methods for implementing and assessing effective extensive reading in the classroom and provides resources and tools for preservice teachers of ESL/EFL and foreign languages. Suitable for programs in TESOL and Applied Linguistics with courses in L2 reading, reading instruction, TESOL methods, and foreign language reading or teaching, it will appeal to students and preservice teachers as well as English language teaching professionals and EFL/ESL teachers. Paul Nation is Professor Emeritus in Applied Linguistics at Victoria Uni- versity of Wellington, New Zealand. Rob Waring is Professor at Notre Dame Seishin University in Okayama, Japan. ESL & Applied Linguistics Professional Series Eli Hinkel, Series Editor Teaching Essential Units of Language Beyond Single-word Vocabulary Edited by Eli Hinkel What English Language Teachers Need to Know Volume I Understanding Learning, 2nd Edition Denise E. Murray and MaryAnn Christison Pedagogies and Policies for Publishing Research in English Local Initiatives Supporting International Scholars James N. Corcoran, Karen Englander, and Laura-Mihaela Muresan Teaching Chinese as a Second Language The Way of the Learner Jane Orton and Andrew Scrimgeour Teaching Academic L2 Writing Practical Techniques in Vocabulary and Grammar Eli Hinkel Quality in TESOL and Teacher Education From a Results Culture Towards a Quality Culture Juan de Dios Martínez Agudo Language Curriculum Design, 2nd Edition John Macalister and I.S.P. Nation Teaching Extensive Reading in Another Language I.S.P. Nation and Rob Waring English Language Proficiency Testing in Asia A New Paradigm Bridging Global and Local Contexts Edited by Lily I-Wen Su, Cyril J. Weir, and Jessica R. W. Wu English Morphology for the Language Teaching Profession Laurie Bauer and I.S.P. Nation For more information about this series, please visit: www.routledge.com/ ESL-Applied-Linguistics-Professional-Series/book-series/LEAESLALP Teaching Extensive Reading in Another Language I.S.P. Nation and Rob Waring Firstpublished2020 byRoutledge 52VanderbiltAvenue,NewYork,NY10017 andbyRoutledge 2ParkSquare,MiltonPark,Abingdon,OxonOX144RN RoutledgeisanimprintoftheTaylor&FrancisGroup,aninformabusiness ©2020Taylor&Francis TherightofI.S.P.NationandRobWaringtobeidentifiedasauthorsof thisworkhasbeenassertedbytheminaccordancewithsections77and 78oftheCopyright,DesignsandPatentsAct1988. Allrightsreserved.Nopartofthisbookmaybereprintedorreproduced orutilisedinanyformorbyanyelectronic,mechanical,orothermeans, nowknownorhereafterinvented,includingphotocopyingand recording,orinanyinformationstorageorretrievalsystem,without permissioninwritingfromthepublishers. Trademarknotice:Productorcorporatenamesmaybetrademarksor registeredtrademarks,andareusedonlyforidentificationand explanationwithoutintenttoinfringe. LibraryofCongressCataloging-in-PublicationData Names:Nation,I.S.P.,author.|Waring,Rob,author. Title:Teachingextensivereadinginanotherlanguage/I.S.P.Nation andRobWaring. Description:NewYork,NY:Routledge,2019.| Series:ESL&appliedlinguisticsprofessionalseries| Includesbibliographicalreferencesandindex. Identifiers:LCCN2019033597(print)|LCCN2019033598(ebook)| ISBN9780367408268(hardback)|ISBN9780367408251(paperback)| ISBN9780367809256(ebook) Subjects:LCSH:Englishlanguage--Studyand teaching--Foreignspeakers. Classification:LCCPE1128.A2.N34552019(print)| LCCPE1128.A2(ebook)|DDC428.0071--dc23 LCrecordavailableathttps://lccn.loc.gov/2019033597 LCebookrecordavailableathttps://lccn.loc.gov/2019033598 ISBN:978-0-367-40826-8(hbk) ISBN:978-0-367-40825-1(pbk) ISBN:978-0-367-80925-6(ebk) TypesetinBembo byTaylor&FrancisBooks It is important to acknowledge the enormous influence of Stephen Krashen on the advocacy of extensive reading and on encouraging research on extensive reading. In the very early days of the comprehension approach (Gary & Gary, 1981; Nord, 1980; Winitz, 1981), he was a strong and uncompro- mising advocate for learning through comprehensible input (Krashen, 1985). His persuasive writing and engaging lectures provided many with the courage to try comprehension-based approaches, particularly extensive reading (Krashen, 2004). His strong and clear statements of the nature of learning through comprehensible input challenged researchers to test his claims, more often than not showing that what he was saying was supported by research. One of the great strengths of his scho- larship is that he always connects research to practice. He is a researcher who supports and encourages other researchers. He is above all a researcher who speaks to teachers and learners, and his input is always comprehensible and interesting. He won’t agree with all that is in this book, but he is clearly an inspiration behind it. Contents List of illustrations xi 1 Keeping Extensive Reading Simple 1 An Example of an Extensive Reading Program 2 What is Extensive Reading? 3 Why Are Graded Readers Essential For Extensive Reading For Beginning and Intermediate Proficiency Learners? 5 Extensive Reading and the Four Strands 6 Planning an Extensive Reading Program 9 Resources 16 2 What Are Graded Readers? 17 Reading at the Right Level With Comprehension 19 Large Quantities of Reading 23 Reading With Enjoyment 23 Criticisms of Graded Readers 24 Do Graded Readers Contain Unnatural Language? 27 What Does Using a Controlled Vocabulary Do? 28 When Can Learners Move From Graded Readers to Unsimplified Text? 31 Extensive Reading Without Graded Readers 32 Conclusion 35 3 Case Studies of Extensive Reading Programs 36 The SEG English Program in Tokyo, Japan 36 The Book Flood Program in Fiji 38 Park Language Academy in South Korea 39 Kyoto Sangyo University 41 Notre Dame Seishin University in Okayama, Japan 44 viii Contents Extensive Reading in the Kathmandu Valley, Nepal 48 University of Information Technology, Vietnam National University in Ho Chi Minh City 49 Sanata Dharma University in Yogyakarta, Indonesia 51 4 HowDoYouSetUpandRunanExtensiveReadingProgram? 54 How Do I Set Up an Extensive Reading Program? 54 How Do I Introduce the Learners to Extensive Reading? 57 HowCanLearnersKnowWhichBooksAreattheRightLevelFor Them? 58 How Do You Get Unmotivated Learners To Do the Reading? 58 WhatShouldtheTeacherDoDuringanExtensiveReading Session? 59 How Can We Make Sure That the Learners Are Doing the Extensive Reading? 60 How Should I Organize an Extensive Reading Library? 60 How Do I Set Up an Extensive Reading Program If My School Has No Budget to Buy the Books? 61 How Much Time Should Learners Spend On Extensive Reading? 62 ShouldanExtensiveReadingProgramIncludeaSpeedReading Course? 62 How Much Should Learners Read? 63 ShouldLearnersLookUpUnknownWordsinaDictionaryasThey Read? 65 How Do I Measure if Learners Are Learning From the Extensive Reading Program? 66 Should University Students Be Reading Graded Readers? 66 Commonly Asked Questions 67 5 How Vocabulary Is Learned From Extensive Reading 72 Learning Conditions and Extensive Reading 72 Enhancing Vocabulary Learning Through Extensive Reading 74 Using a Controlled Vocabulary 76 6 The Most Important Studies on Extensive Reading in a Foreign Language 82 Learning Through a Book Flood (Elley & Mangubhai, 1981) 82 Word Frequency and the Richness of Vocabulary Learning (Waring & Takaki, 2003) 85 Contents ix Extensive Reading and Enriching Vocabulary Knowledge (Pigada & Schmitt, 2006) 87 How Much Extensive Reading Do Learners Need to Do? (Nation, 2014) 89 Fluency, Graded Readers, and Extensive Reading (Beglar, Hunt, & Kite, 2012) 91 Reading Fluency and Extensive and Intensive Reading (McLean & Rouault, 2017) 93 How Much Vocabulary Can Be Learned Through Extensive Reading? (Pellicer-Sánchez & Schmitt, 2010) 94 Balancing Ecological Validity and Control (Suk, 2017) 95 7 Research Findings: Motivation and Pushing Learners to Read 97 The Pleasure of Reading 98 The Reward of Success 98 The Satisfaction of Obvious Progress 99 The Virtuous Feeling of Doing Something of Value 99 The Power of Independence and Control 99 Factors Discouraging Extensive Reading 100 Pushing Learners to Read 101 A Coherent Approach to Motivating Learners to Read 103 8 Research Findings: Does Extensive Reading Result in Reading Fluency and Comprehension Improvement? 104 The Nature of Reading Fluency 104 Fluency Gains From Extensive Reading 104 Issues in Measuring Fluency 107 Extensive Reading and Comprehension 109 How Do You Measure Comprehension? 109 The Effects of Extensive Reading on Reading Comprehension 110 Extensive Reading and Language Proficiency 112 Extensive Reading and Writing 112 9 Research on Vocabulary Learning From Extensive Reading 114 Does Extensive Reading Result in Vocabulary Learning? 114 Vocabulary Learning in Single-Text Studies 116 Vocabulary Learning in an Extensive Reading Program 117 How Much Vocabulary Can Be Learned From Extensive Reading? 119 Guessing From Context, Look-Up, and Deliberate Learning 121
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