2. INTRODUCTION 1:(P.295)
Applied linguists have started teaching to plan the ways for better
understanding of the nature of language learning and teaching than
choosing or planning the best method of language. So they have been
to describe language pedagogy based on principled understanding of
second language learning . Due to attain good language pedagogy they
have suggested a set of teaching /learning principles included:
1-providing a rich linguistic environment
2-respecting to and investing on the learners
3-participation in the learning process
4-emphasizing fluency but without decreasing in accuracy .
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3. INTRODUCTION 2:(P.295)
Extensive reading (ER) does it with encouraging the learners to read self-
selected high volumes of meaningful language. In this essay we
consider the:
1- meaning of extensive and intensive reading
2- differences between ER and IR
3- theories underpin
4- reasons of avoiding of implementation of ER by many teachers.
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4. WHAT IS EXTENSIVE READING? (P.295)
1- Meaning of extensive Reading:
Rapid reading of
1)large quantities of materials or
2)longer readings for general understanding,
3)with focusing on the
A)meaning of what is being read
B)instead of the language.
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5. WHAT IS EXTENSIVE READING? (P.296)
A Supplementary Programme
An Extensive Reading as a supplementary Programme is that in which:
The L2 learners'
A) Possessions are: 1) time 2) encouragement 3) materials
B) Selection of the books is 1) at their own level or 2) less than theirs
based on 1)their attractiveness and2) lives relevance
C) slogan is quantity and variety than quality
D) teachers motivate and monitor the max no of the books is being studied
in the available time
E) calmness is for absence of the pressure of testing or mark
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6. WHAT IS EXTENSIVE READING? (P.296)
Different names of ER programmes are:
1) Uninterrupted Sustained Silent Reading (USSR),
2) Drop Everything and Read (DEAR),
3) Silent Uninterrupted Reading for Fun (SURF)
4) Book Flood Approach
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7. WHAT IS EXTENSIVE READING? (P.296)
Intensive Reading:
1) Meaning: Analysing, dissecting short, difficult texts guided and supervised by the teacher
2) Aims:
1) Gaining detailed meaning from the text ,
2) improving reading skills such as:
A) identifying main idea ,B)connectors recognition( such as transitional words and
some of the function words) ,C)vocab development D)improving grammar
knowledge
In conclusion: Extensive Reading and Intensive Reading shouldn't be seen in opposition
but in different serving with complementary purposes .
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8. CHARACTERISTICS OF SUCCESSFUL ER: (P.296)
1. Reading large amounts of material : the key feature to:
A) distinguish ER from IR
B) obtain optimal benefits
2. Selective material as a norm: selection is easier for motivated
learners than less motivated ones. So accessibility to a good
different collection of materials: is one of the most necessities to
hook on reading. And still it is suggested that the entire class to
read the same book.
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9. CHARACTERISTICS OF SUCCESSFUL ER: (P.296)
3. Various topics and genres: There is various topics and genre to be studied but
almost fiction which is preferred by the younger learners has more difficulty for
notification.
4. Level of the material: Level of material which is typically above students' level in IR,
should be at or below students' level* for ER . According to the thumb rule, it would be
better that learners read easier text, such as i-1 or even i-2 about the learners who
have had minimal exposure to contexualised and lack confidence in reading.
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10. CHARACTERISTICS OF SUCCESSFUL ER: (P.297)
5. Post-reading activities :
Post-reading tasks are included: A) Summary writing, is though valuable, but time
taking and dreadful B)Designing a book mark c) Role play D) Designing a poster E)
Reading interesting parts loudly F) Copying interesting parts in to a notebook G)
writing a letter to the author H) sharing view with classmates. Post-reading activity a)
reinforces what students have learnt, b) sense of progress, c) sharing about what to be
read or avoid. One negative effect of post-reading activities is spoiling reading
enjoyment. But comprehensible output supplies the benefits of post-reading tasks
together with comprehensible input as an essential basis for SLA. Comprehensible
output causes the language learners to notice the features of TL and to form and test
hypotheses about languages by production tasks.
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11. CHARACTERISTICS OF SUCCESSFUL ER: (P.297)
6. Modeling enthusiasm is done by the teachers as the knower of
the value of reading and transferor this value to the students, via
simultaneous reading.
7. Mutual checking for student progress is done by
1) book record
2) conference
3) Funding appropriate sufficient materials
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12. CHARACTERISTICS OF SUCCESSFUL ER: (P.297)
Group activities:
such these activities in which often the older readers help younger
ones , provide opportunity of discussion about the read
materials all the learners support enthusiasm and skills of
reading can be performed beyond the time duration of ER.
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13. THE BENEFITS OF EXTENSIVE READING:(P298)
1) Improving language learning in spelling, vocab, grammar, and text structure.
2) Enhancing the skills of reading and writing
3) Creating more enthusiasm of reading
4) Positive attitude for a long life reading
5) Induction of reading habitation
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14. THE BENEFITS OF EXTENSIVE READING:(P299)
Different Theories and the benefits of ER:
Chomsky suggests that human brain has innate ability of learning each language which is called
language acquisition device or UG. This innateness causes the children learn language's rules
and vocabs regardless of their smartness or parental socioeconomic level.
Krashen says large quantities of meaningful and comprehensible input which have been provided
by ER cause the activation of the former noticed ability as a potential.
Larsen Freeman Chaos theory supposes that dynamic, complex, nonlinear system of human
language supplies input and output. Larsen Freeman and Swain as interactionist theorists
believe in insufficiency of the comprehensible input. Though they know it as a crucial condition
for second language learning .
Renandya , Rajan ,Jacobs subsequently argue that the effectiveness of ER will be enhanced by
engaging of the students in written or spoken conversations as their post reading activities .
Hence they say that this activity moves the learners from receptive language competence which
is necessary for reading to a productive competence required for speaking and writing
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15. THE BENEFITS OF EXTENSIVE READING:(P299)
Different Theories and the benefits of ER:
Since the process of word recognition is extremely crucial for reading so from a cognitive
point of view Day and Bamford say that ER is especially important in helping the
development of three components of fluent reading:
a) A large sight of vocabulary ,that can be recognised easily refer to the function words
b) A sizable general vocabulary, that refers to the content words
c) Knowledge of the TL and of the world.
The two former components cannot make a comprehension happen, where the third
component refers to the reader's prior knowledge of syntax, text structure and subject
that comes into the picture as a comprehension.
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16. Why Aren't We All Doing Extensive Reading? :(P299)
1) teachers play "less" controlling role in the ER classroom, but in Intensive Reading
instruction is more teacher-centred
2) lacking of time , because the teachers feel pressure for the predetermined
material, specified in the syllabus
3) For the absence of a direct assessments.
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17. Conclusion:(P300)
ER and IR have complementary role in Language learning that
none of them should be forgotten for the problems that have
been notified.
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18. Index:
Function word
In English grammar, a function word is a word that expresses a grammatical or structural relationship with other words in a sentence. In contrast to a
content word, a function word has little or no meaningful content. Function words are also known as grammatical words. Function words include
determiners (for example, the, that), conjunctions (and, but), prepositions (in, of), pronouns (she, they), auxiliary verbs (be, have), modals (may,
could), and quantifiers (some, both).
Input hypothesis: The input hypothesis, also known as the monitor model, is a group of five hypotheses of second-language acquisition developed by the
linguist Stephen Krashen in the 1970s and 1980s.
Level: According to the input hypothesis the learners progress in their knowledge of the language when they comprehend language input that is slightly
more advanced than their current level. Krashen called this level of input "i+1", where "i" is the learner's interlanguage and "+1" is the next stage
of language acquisition.
Output hypothesis: Developed by Merrill Swain, the comprehensible output (CO) hypothesis states that learning takes place when a learner encounters a
gap in his or her linguistic knowledge of the second language (L2).
Thumb rule: A broadly accurate guide or principle, based on practice rather than theory.
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