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E-raamat: Teaching Extensive Reading in Another Language

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(Victoria University of Wellington, New Zealand),
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This comprehensive book by renowned scholars Paul Nation and Rob Waring accessibly covers all aspects of extensive reading in second and foreign 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.

Arvustused

"Teaching Extensive Reading in Another Language is an invaluable addition to ER literature. While making readers aware of the complementary relationship between vocabulary learning from ER and deliberate vocabulary learning, the authors assert that ER is possibly the best remedy to problematic L2 curricula. Such a claim is assuredly justified by research and empirical findings. This book also makes ER accessible to practitioners by providing examples of ER practice, while simultaneously encouraging researchers to advance ER research by outlining methodological pitfalls. This volume can, therefore, be considered as a source of inspiration for existing and future ER proponents."

Mitsue Tabata-Sandom, Reading in a Foreign Language 32(1)

List of illustrations
xi
1 Keeping Extensive Reading Simple
1(16)
An Example of an Extensive Reading Program
2(1)
What is Extensive Reading?
3(2)
Why Are Graded Readers Essential For Extensive Reading For Beginning and Intermediate Proficiency Learners?
5(1)
Extensive Reading and the Four Strands
6(3)
Planning an Extensive Reading Program
9(7)
Resources
16(1)
2 What Are Graded Readers?
17(19)
Reading at the Right Level With Comprehension
19(4)
Large Quantities of Reading
23(1)
Reading With Enjoyment
23(1)
Criticisms of Graded Readers
24(3)
Do Graded Readers Contain Unnatural Language?
27(1)
What Does Using a Controlled Vocabulary Do?
28(3)
When Can Learners Move From Graded Readers to Unsimplified Text?
31(1)
Extensive Reading Without Graded Readers
32(3)
Conclusion
35(1)
3 Case Studies of Extensive Reading Programs
36(18)
The SEG English Program in Tokyo, Japan
36(2)
The Book Flood Program in Fiji
38(1)
Park Language Academy in South Korea
39(2)
Kyoto Sangyo University
41(3)
Notre Dame Seishin University in Okayama, Japan
44(4)
Extensive Reading in the Kathmandu Valley, Nepal
48(1)
University of Information Technology, Vietnam National University in Ho Chi Minh City
49(2)
Sanata Dharma University in Yogyakarta, Indonesia
51(3)
4 How Do You Set Up and Run an Extensive Reading Program?
54(18)
How Do I Set Up an Extensive Reading Program?
54(3)
How Do I Introduce the Learners to Extensive Reading?
57(1)
How Can Learners Know Which Books Are at the Right Level For Them?
58(1)
How Do You Get Unmotivated Learners To Do the Reading?
58(1)
What Should the Teacher Do During an Extensive Reading Session?
59(1)
How Can We Make Sure That the Learners Are Doing the Extensive Reading?
60(1)
How Should I Organize an Extensive Reading Library?
60(1)
How Do I Set Up an Extensive Reading Program If My School Has No Budget to Buy the Books?
61(1)
How Much Time Should Learners Spend On Extensive Reading?
62(1)
Should an Extensive Reading Program Include a Speed Reading Course?
62(1)
How Much Should Learners Read?
63(2)
Should Learners Look Up Unknown Words in a Dictionary as They Read?
65(1)
How Do I Measure if Learners Are Learning From the Extensive Reading Program?
66(1)
Should University Students Be Reading Graded Readers?
66(1)
Commonly Asked Questions
67(5)
5 How Vocabulary Is Learned From Extensive Reading
72(10)
Learning Conditions and Extensive Reading
72(2)
Enhancing Vocabulary Learning Through Extensive Reading
74(2)
Using a Controlled Vocabulary
76(6)
6 The Most Important Studies on Extensive Reading in a Foreign Language
82(15)
Learning Through a Book Flood (Elley & Mangubhai, 1981)
82(3)
Word Frequency and the Richness of Vocabulary Learning (Waring & Takaki, 2003)
85(2)
Extensive Reading and Enriching Vocabulary Knowledge (Pigada & Schmitt, 2006)
87(2)
How Much Extensive Reading Do Learners Need to Do? (Nation, 2014)
89(2)
Fluency, Graded Readers, and Extensive Reading (Beglar, Hunt, & Kite, 2012)
91(2)
Reading Fluency and Extensive and Intensive Reading (McLean & Rouault, 2017)
93(1)
How Much Vocabulary Can Be Learned Through Extensive Reading? (Pellicer-Sanchez & Schmitt, 2010)
94(1)
Balancing Ecological Validity and Control (Suk, 2017)
95(2)
7 Research Findings: Motivation and Pushing Learners to Read
97(7)
The Pleasure of Reading
98(1)
The Reward of Success
98(1)
The Satisfaction of Obvious Progress
99(1)
The Virtuous Feeling of Doing Something of Value
99(1)
The Power of Independence and Control
99(1)
Factors Discouraging Extensive Reading
100(1)
Pushing Learners to Read
101(2)
A Coherent Approach to Motivating Learners to Read
103(1)
8 Research Findings: Does Extensive Reading Result in Reading Fluency and Comprehension Improvement?
104(10)
The Nature of Reading Fluency
104(1)
Fluency Gains From Extensive Reading
104(3)
Issues in Measuring Fluency
107(2)
Extensive Reading and Comprehension
109(1)
How Do You Measure Comprehension?
109(1)
The Effects of Extensive Reading on Reading Comprehension
110(2)
Extensive Reading and Language Proficiency
112(1)
Extensive Reading and Writing
112(2)
9 Research on Vocabulary Learning From Extensive Reading
114(9)
Does Extensive Reading Result in Vocabulary Learning?
114(2)
Vocabulary Learning in Single-Text Studies
116(1)
Vocabulary Learning in an Extensive Reading Program
117(2)
How Much Vocabulary Can Be Learned From Extensive Reading?
119(2)
Guessing From Context, Look-Up, and Deliberate Learning
121(2)
10 Developing Reading Fluency
123(13)
A Reading Fluency Activity
123(1)
The Nature and Limits of Reading Speed
123(3)
The Nature of Fluency Development
126(1)
The Nature of Fluency Development Activities
127(1)
Increasing Oral Reading Speed
128(2)
Increasing Careful Silent Reading Speed
130(1)
Increasing Silent Expeditious Reading Speed
131(1)
Frequently Asked Questions About Reading Speed
132(4)
11 Designing Research Into Extensive Reading
136(20)
A Critique of Some Specific Extensive Reading Studies
137(1)
The Range of Questions That Have Been Investigated
138(1)
Poorly Defining the Extensive Reading Construct
139(1)
Issues in Studies Comparing Extensive Reading to Other Treatments
140(3)
`Gains in Writing' Experiments
143(1)
`Gains in Affect' Experiments
144(1)
`Gains From Exposure' Experiments
144(9)
Discussion
153(3)
12 What Makes a Good Graded Reading Scheme?
156(16)
Why Graded Readers At All?
156(1)
What Makes a Graded Reader Series?
157(6)
The Development Stage
163(8)
Production, Manufacture, and Marketing Stages
171(1)
13 A Way Forward
172(11)
Being Clear About the Extensive Reading Message
172(2)
Why Is Extensive Reading Not Well Accepted Yet?
174(2)
The Future of Extensive Reading
176(1)
A Research Agenda
177(6)
References 183(15)
Index 198
Paul Nation is Professor Emeritus in Applied Linguistics at Victoria University of Wellington, New Zealand.

Rob Waring is Professor at Notre Dame Seishin University in Okayama, Japan.
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