Extensive and intensive reading in an EAP setting

Carrell, Patricia L.; Carson, Joan G.

doi:10.1016/s0889-4906(96)00031-2

Cited by 76 publications

(47 citation statements)

References 25 publications

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“…It is intended in intensive reading to procure detailed meaning by dealing with different aspects so that the reader takes the opportunity of making use of various reading abilities such as identifying the main idea, extracting the minor ideas, scanning for specific information, paying close attention to specified vocabulary and grammar. Moreover, it could also deal with translation (Carrell & Carson, 1997).…”

Section: Intensive Readingmentioning

confidence: 99%

Effects of Extensive Reading on Learners: How It Develops Certain Points in Vocabulary and Sentence Structure

Çelik¹

2017

IJEL

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This study will handle extensive reading and its impacts on foreign language learning. There is much research on it and how it differs from intensive reading. This study reviewed the related literature and looked into adult learners of English in elementary and pre-intermediate level. Certain types of vocabulary was picked from a story and the participants' knowledge was tested before and after reading in order to check and note down the changes that extensive reading provided. Moreover, their knowledge about sentence structure was also examined and the change of attitude was inserted in the study. Although extensive reading has nothing or very little with pronunciation, some important points were illuminated in the study.

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Section: Intensive Readingmentioning

confidence: 99%

Effects of Extensive Reading on Learners: How It Develops Certain Points in Vocabulary and Sentence Structure

Çelik¹

2017

IJEL

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“…Intensive reading requires the discovery of different interpretations, the author's intentions, and reconstructions of a text framed in transactional processes between the reader and the reading material (Carrell & Carson, 1997). Accordingly, during the pedagogical intervention, students read the selected urban legends individually with the support of worksheets (see Appendix B) in which they were asked to answer several questions about what they read.…”

Section: First Stage: Individual Intensive Readingmentioning

confidence: 99%

Transactional Reading in EFL Learning: A Path to Promote Critical Thinking through Urban Legends

Hernández¹,

Rodríguez

2015

Colomb. Appl. Linguist. J

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Transactional reading in EFL learning: A path to promoting critical thinking through urban legends La lectura transaccional en el aprendizaje del inglés: una ruta para promover el pensamiento crítico mediante las leyendas urbanas AbstractThis article reports an action-research study 3 that attempted to develop EFL 4 eleventh graders' critical thinking through the transactional reading approach. Since learners were used to taking grammar-oriented English classes and had negative attitudes towards reading, they were encouraged to do reading transactions with the support of urban legends. These legends inspired them to discuss social conflicts (loss of values, drug consumption, alcoholism, risky lifestyles, etc.) that related to the problems of the insecure and vulnerable neighborhood in which they lived in Bogotá. Data were collected from teachers' observations, interviews with students, and worksheets (artifacts) in a pedagogical intervention. Through the grounded approach analysis, it was found that learners fostered critical thinking as they criticized human behaviors, generated solutions to correct questionable behaviors, and produced knowledge based on previous information in the foreign language.Keywords: critical thinking skills, critical learners, EFL learning, urban legends, transactional reading ResumenSe reporta un estudio de investigación acción cuyo objetivo fue desarrollar el pensamiento crítico de un grupo de estudiantes de inglés a través del enfoque de lectura transaccional. Debido a que los estudiantes estaban acostumbrados a clases de inglés con un énfasis gramatical y tenían actitudes negativas hacia la lectura, fueron incentivados a hacer transacciones de lectura con el apoyo de varias leyendas urbanas. Estas leyendas los inspiraron a discutir conflictos sociales (la pérdida de valores, el consumo de drogas, el alcoholismo, estilos de vida riesgosos, etc.) que de alguna manera se relacionaban con los problemas de la localidad insegura y vulnerable donde vivían en Bogotá. Se recogieron datos por medio de las observaciones de los profesores, las entrevistas a estudiantes y de talleres hechos en la intervención. Mediante el método de análisis fundamentado en los datos, se halló que los estudiantes construyeron pensamiento crítico al lograr criticar comportamientos humanos, generar la solución de conflictos personales y sociales y planear y producir nuevo conocimiento a partir de información previa. Otro hallazgo importante es que fueron críticos expresando sus opiniones en la lengua extranjera. R E S E A R C H A R T I C L E S Luis Fernando Gómez RodríguezPalabras clave: habilidades de pensamiento crítico, aprendizaje del inglés, estudiantes críticos, leyendas urbanas, enfoque de lectura transaccional

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“…These reading objectives were to be achieved through intensive and extensive reading. Intensive reading is academic and calls for reading slowly and carefully, paying attention to each word and every idea, whereas extensive reading is about reading widely and longer texts for the reader's own purposes (Carrell & Carson 1997).…”

Section: Revised National Policy On Educationmentioning

confidence: 99%

Reviewing published information on reading in Botswana secondary schools

Ketsitlile

Commeyras

2014

Read. writ.

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The main purpose of this review on published information on reading in Botswana schools is to seek ways of providing instruction and assessment that result in children becoming proficient readers. Botswana has made impressive progress in literacy growth since independence. However, a lot still needs to be done if literacy is to become all that it needs to be in the lives of the youth. One conclusion from this review is that there is an urgent need in Botswana to teach reading in ways that meet the needs of all students, especially those from Khoesan-speaking backgrounds. There is also a clear mismatch between policy and practice in the teaching of reading and this greatly disadvantages the students. Two important recommendations emanating from this review are, firstly, the teaching of reading should be linked more explicitly to that of writing; secondly, the Ministry of Education and concerned stakeholders need to encourage a marriage of policy and practice in the teaching of reading in Botswana.

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Extensive and intensive reading in an EAP setting

Cited by 76 publications

References 25 publications

Effects of Extensive Reading on Learners: How It Develops Certain Points in Vocabulary and Sentence Structure

Effects of Extensive Reading on Learners: How It Develops Certain Points in Vocabulary and Sentence Structure

Transactional Reading in EFL Learning: A Path to Promote Critical Thinking through Urban Legends

Reviewing published information on reading in Botswana secondary schools

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