Extensive Reading in the Second Language Classroom

Day, Richard R.; Bamford, Julian; Renandya, Willy A.; Jacobs, George M.; Yu, Vivienne W.S.

doi:10.1177/003368829802900211

Cited by 661 publications

(840 citation statements)

References 1 publication

Supporting

Mentioning

793

Contrasting

Unclassified

Order By: Relevance

“…Commercial textbooks seem to be of limited values in these contexts when learners" background knowledge or schema and identity are compromised. Therefore, in agreement with [21]- [24], who emphasize that the creation of in house instructional materials is especially crucial for young learners, allowing their background and identity to be fostered, encouraging learners" endeavors and striving to know more about others through the English language. …”

Section: Discussionsupporting

confidence: 80%

“…Because of the students" limited exposure to English, as is the case for English language teaching in Thailand in general, and lack of familiarity with other cultures yet, reading materials related to local contexts seem to be most beneficial. According to [21]- [24], the chance to read something related to their local community is likely to interest language learners more because it is related to their existing background knowledge or schema. Therefore, activating a schema is a crucial variable for reading comprehension.…”

Section: English Instructional Materials Developmentmentioning

confidence: 99%

See 1 more Smart Citation

Developing Young Learners‟ Local Culture Awareness and Global English: Integrated Instruction

Kanoksilapatham¹

2015

IJIET

View full text Add to dashboard Cite

Abstract-This study highlights the positive impact of integrated instruction of local culture and global English. A school and a historical temple in Thailand were the premises of this study. To examine the impact of local culture instruction, a test was constructed and administered to a class of Grade 4 students in the first and last lessons of the five-week instruction. To assess the students' English ability, a tour guide simulation activity was organized upon completion of the instruction. Finally, to examine the students' attitude towards the integrated instruction, a mini-questionnaire was administered. The students had significantly higher gain scores regarding the knowledge of their local culture and were able to successfully perform the role of a tour guide at the monastery site. Finally, all students expressed their positive attitude towards the integrated instruction and activities employed. This study demonstrates a crucial step towards the national AEC integration in 2015.Index Terms-English, Thailand, local culture, young learners.

show abstract

Section: Discussionsupporting

confidence: 80%

Section: English Instructional Materials Developmentmentioning

confidence: 99%

Developing Young Learners‟ Local Culture Awareness and Global English: Integrated Instruction

Kanoksilapatham¹

2015

IJIET

View full text Add to dashboard Cite

show abstract

“…This is probably owing to the task nature of ER. Day and Bamford (1998) outlined 10 characteristics of a successful ER program in L2. As described in the sixth characteristic ("[r]eading materials are well within the linguistic competence of the students" [p. 8, italics in the original]), ER uses reading materials that enable fluent reading with ease.…”

Section: Discussionmentioning

confidence: 99%

“…The lack of significant relationships between perceived relatedness and motivation may also be explained by the task characteristics of ER. As Day and Bamford (1998) stated when listing the seventh characteristic of a successful ER program, "Reading is individual and silent" (p. 8, italics in the original). Readers do not interact with their classmates but rather with a book while reading.…”

Section: Discussionmentioning

confidence: 99%

Factors Affecting Motivation for Short In-class Extensive Reading

Tanaka¹

2017

The Journal of AsiaTEFL

View full text Add to dashboard Cite

This study is the second part of a project on motivation for short in-class extensive reading (ER) and examined factors affecting the motivations using self-determination theory (SDT). Japanese university learners of English as a foreign language (N = 133) responded to a questionnaire designed to measure four hypothesized predictors of ER motivation (i.e., positive peer influences, perceived autonomy, competence, and relatedness) in the middle of an academic year, and five subtypes of SDT motivation for short in-class ER (i.e., intrinsic motivation, identified regulation, introjected regulation, external regulation, and amotivation) at the end of the academic year. The results of a recursive path analysis showed that: 1) perceived autonomy had a positive impact on motivation, leading to higher intrinsic motivation and identified regulation, and lower amotivation, introjected regulation, and external regulation; 2) positive peer influences had a positive impact on more self-determined types of motivation (i.e., intrinsic motivation and identified regulation); 3) perceived competence was neither associated with amotivation nor more self-determined types of motivation; and 4) perceived relatedness held no relevance for any of the five subtypes of motivation. These findings indicate the importance of perceiving autonomy and peer engagement in ER in enhancing motivation for short inclass ER.

show abstract

“…The following sections discuss the "new" approaches to teaching GESSCs referred to as intensive speaking (IS) and extensive speaking (ES). These were inspired by works done by Bamford and Day [3], [4]and argued that in extensive reading (ER), which is defined as an alternative to intensive reading (IR).…”

Section: Restructuring Gesscsmentioning

confidence: 99%

Restructuring and reorienting English speaking skills courses for initial English teacher education in Indonesia

Korompot¹

2018

Proceedings of the 8th International Conference of Asian Association of Indigenous and Cultural Psychology (ICAAIP 2017)

View full text Add to dashboard Cite

Abstract-This paper examines the recent curricular change made to the mandatory English speaking skills courses at an initial teacher education (ITE) institution in Indonesia. The institution is following what seems to be a nation-wide trend of replacing the traditional graded English speaking skills courses (GESSCs) with integrated-English-skills courses (IESCs) and/or functional English speaking skills courses (FESSCs). This paper argues for the need to restructure the English speaking skills courses for future English teachers based on "intensive" speaking (IS) and extensive speaking (ES) approaches in addition to IESCs, thereby reinstating GESSCs as mandatory courses. It also argues for reorienting the trendy FESSCs as elective courses that will complement rather than eliminate the traditional GESSCs in the future curriculum

show abstract

Extensive Reading in the Second Language Classroom

Cited by 661 publications

References 1 publication

Developing Young Learners‟ Local Culture Awareness and Global English: Integrated Instruction

Developing Young Learners‟ Local Culture Awareness and Global English: Integrated Instruction

Factors Affecting Motivation for Short In-class Extensive Reading

Restructuring and reorienting English speaking skills courses for initial English teacher education in Indonesia

Contact Info

Product

Resources

About