Text-only version of this page The Guide to Grammar and Writing is sponsored by the Capital Community College Foundationa nonprofit c-3 organization that supports scholarships, faculty development, and curriculum innovation.
Practical advice is then offered to teachers worldwide on ways to encourage learners to engage in a focused and motivating reading program with the potential to lead students along a path to independence and resourcefulness in their reading and language learning.
An elementary level class of government employees age range was exposed to a regime of graded readers, which was integrated into normal classroom teaching. Students followed a class reader, had access to a class library of graded readers, and had classes in the British Council library, which gave them access to a collection of titles.
Questionnaires were used to examine students' reading interests, habits and Extensive writing, both prior to, and following the program. The class library contained titles in the published readers of some major publishers see inventory of titles in Bell, These titles proved very popular, as did the practice of reading aloud to the class.
Students' reading was carefully monitored; formal and informal records being kept both by the researcher, and by the students themselves.
Reading diaries and book reports Extensive writing used, together with a card file system to document the program and record both the titles read and students' written comments on the books. A wall chart acted as a focal point for in-class reading, discussion and exchange of titles.
Reader interviews were conducted throughout the program, which ran for a period of six months over the course of two semesters. Students became actively involved in running the class library; tables were arranged and titles displayed attractively during the periods set aside for the reading program.
Students were taken into the main British Council library for one lesson a week, during which they participated in controlled twenty-minute sessions of USSR 1 cf.
With reference to research evidence, we now turn to the role of extensive reading programs in fostering learners' progress in reading development and improvement. It can provide 'comprehensible input' In his book, Krashen argues that extensive reading will lead to language acquisition, provided that certain preconditions are met.
These include adequate exposure to the language, interesting material, and a relaxed, tension-free learning environment. Elley and Manghubai It can enhance learners' general language competence Grabe It increases the students' exposure to the language The quality of exposure to language that learners receive is seen as important to their potential to acquire new forms from the input.
Elley views provision of large quantities of reading material to children as fundamental to reducing the 'exposure gap' between L1 learners and L2 learners.
He reviews a number of studies with children between six and twelve years of age, in which subjects showed rapid growth in language development compared with learners in regular language programs. There was a "spread of effect from reading competence to other language skills - writing, speaking and control over syntax," Elley It is thought that only a small percentage of such learning is due to direct vocabulary instruction, the remainder being due to acquisition of words from reading.
This suggests that traditional approaches to the teaching of vocabulary, in which the number of new words taught in each class was carefully controlled words often being presented in related setsis much less effective in promoting vocabulary growth than simply getting students to spend time on silent reading of interesting books.
It can lead to improvement in writing Stotsky and Krashen reviewed a number of L1 studies that appear to show the positive effect of reading on subjects' writing skills, indicating that students who are prolific readers in their pre-college years become better writers when they enter college.
These results again support the case for an input-based, acquisition-oriented reading program based on extensive reading as an effective means of fostering improvements in students writing.
It can motivate learners to read Reading material selected for extensive reading programs should address students' needs, tastes and interests, so as to energize and motivate them to read the books.Extensive Reading and Writing The aim of this unit is to encourage learners to write weekly journals (diaries) and read and review books.
This way, you can get learners to do regular free writing and extensive reading. Pleasure Island Walking Tour 10am - noon on Sunday, October 7th, Bob McLaughlin will be conducting a free walking tour of the old Pleasure Island site.
Like extensive reading, extensive writing in foreign language learning steers student focus toward fluency and a higher quantity of text. This is opposed to intensive reading or writing, in which the focus is accuracy (in writing) .
The Purdue Writing Lab Purdue University students, faculty, and staff at our West Lafayette, IN campus may access this area for information on the award-winning Purdue Writing Lab. This area includes Writing Lab hours, services, and contact information.
use extensive reading activities to increase their students’ vocabulary, and to improve their writing, speaking and listening skills About the Presenter Richard R.
Day, professor, Department of Second Language Studies, University of Hawaii, is the author of numerous publications, particularly on second language reading. Writing services address one of the top challenges in content marketing: creating enough quality, original content to satisfy and engage an audience.