Unit 1: What is ER？
Introduction
Reading is crucial to increase language proficiency and skills, and reading programs should be included in language classes. Palmer, who contributed to L2 terminology, chose the term extensive reading (ER) to distinguish it from intensive reading (IR) (1968, p. 137; 1964, p. 113). In this unit, we first take a look into the theory, background, and characteristics of extensive reading. The participants will be able to define the term and compare the two different types of readings to better understand extensive reading (ER).
Learning Activities
Pre questionnaire:
- What do you know about ER?
Let’s watch!
The benefits of extensive reading Part 1 https://www.youtube.com/watch?v=csWOeVpbF4U&list=WL&index=73
After watching the video above,
- What are the 3 key principles of ER according to the creator of the video above?
Let’s read!
Theory and background of ER:
Day and Bamford (1998) mention that Palmer (1921/1964) selected the term “extensive” to refer to it as “abundant reading.” Palmer explained that extensive reading is a quick form to read “book after book” in his own words” (Archer, 2012). Krashen (2004) distinguishes three kinds of in-school free reading programs: (1) sustained silent reading (SSR), (2) self-selected reading, and (3) ER. In his theory, he claims that learners acquire language in only one form: “by understanding messages, or ‘obtaining comprehensible input’ in a low-anxiety situation”. According to Krashen, in his reading approach called “free voluntary reading” (FVR), learners read because they want to; there are no book reports and no questions at the end of the chapter, and it is expected that students will obtain a high language proficiency level with this low-anxiety pressure-free reading approach. There are two particular characteristics in ER: enjoyment and freedom to promote L2 reading. Regarding enjoyment, Nuttall (2005) claims that enjoyment is an important factor in reading. Students need to read books that they enjoy and that are easy to read. As a result, the reading habit will be developed. She suggests that a good way to enhance the knowledge of L2 is by reading extensively in the target language because students who read will develop speed and reading habits compared to those students who do not read. About freedom, Aebersold and Field (1997) mention that in ER students choose from some self-selected readings what they will read and, if necessary, with the guidance of their teachers.
IR and ER:
IR often refers to the careful reading (or translation) of shorter, more difficult foreign language texts with the goal of complete and detailed understanding. IR is also associated with the teaching of reading in terms of its component skills. Texts are studied intensively in order to introduce and practice reading skills such as distinguishing the main idea of a text from the detail, finding pronoun referents, or guessing the meaning of unknown words” (B & Day, 1997). This teacher-centered IR approach can commonly be observed in language classrooms. On the other hand, ER is generally associated with reading large amounts with the aim of getting an overall understanding of the material and healthy richer exposure to the target language. Readers are more concerned with the meaning of the text than the meaning of individual words or sentences” (Bamford & Day, 1997), and it often recommends readers to not use a dictionary each time when they come across unfamiliar words while they are enjoying reading.
Characteristics of ER:
Extensive reading https://www.teachingenglish.org.uk/article/extensive-reading
Educational practice of ER:
Discussion:
- What is your understanding of the aim and characteristics of ER? Respond to your peers.
Reflection:
- What did you learn from this unit?
Unit 2: What is the value of ER in foreign language learning?
Unit 3: How to implement ER well to support foreign language learning