The Importance of Extensive Reading for Language Fluency
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:
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Lesley Speer - Jose Lara
UECA PD Fest 2018
2
MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE
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Intensive
Intensive
Teacher directed
Accuracy / Comprehension
Words/Grammar
Not much
Often challenging
Control
Control
Purpose
Purpose
Focus
Focus
Amount
Amount
Level
Level
Extensive
Extensive
Student directed
Fluency / Enjoyment
Meaning
A lot
Should be comfortable
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1.
Reading material is
easy
easy
.
2.
A variety of reading material on
a
wide range of topics
wide range of topics
must be
available.
3.
Learners choose
Learners choose
what they
want to read.
4.
Learners read
as much as
as much as
possible
possible
.
5.
Purpose is related to
pleasure
pleasure
,
information and general
understanding
6.
Reading is its
own reward
own reward
.
7.
Reading speed is usually
faster
faster
rather than slower.
8.
Reading is
individual
individual
and silent.
9.
Teachers
orient and guide
orient and guide
students.
10.
The teacher is a
role model
role model
of a
reader.
(Day & Bamford, 2002)
MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE
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“
Learners need 8000 word families
in order to
read fluently
read fluently
.”
(Waring, 2018)
“Extensive reading is essential for
reading fluency development
reading fluency development
”
(Macalister, 2018)
MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE
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Reading
Reading
Speaking
Speaking
Writing
Writing
Listening
Listening
Four Skills
Four Skills
MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE
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Reading
Reading
Speaking
Speaking
Writing
Writing
Listening
Listening
Four Skills
Four Skills
Meaning
Meaning
focused input
focused input
Language focused
Language focused
learning
learning
Fluency
Fluency
development
development
Meaning
Meaning
focused
focused
output
output
Four Strands
Four Strands
(Macalister, 2018)
MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE
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The Snolls
The Snolls
The grifty snolls cloppered raucingly along the unchoffed trake.
The grifty snolls cloppered raucingly along the unchoffed trake.
They were klary, so they higgled on sperately. "Ah, chiwar kervay,"
They were klary, so they higgled on sperately. "Ah, chiwar kervay,"
they squopped rehoply. "Mi psar Quaj!". "Quaj!" snilled one, and
they squopped rehoply. "Mi psar Quaj!". "Quaj!" snilled one, and
flitted even jucklier.
flitted even jucklier.
Answer the questions below
1.
Where did the snolls clopper?
2.
What was the trake like?
3.
Why did they higgle on?
4.
How did they squop?
Along the trake.
Along the trake.
Unchoffed.
Unchoffed.
They were klary.
They were klary.
Rehoply.
Rehoply.
(Waring, 2018)
MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE
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(Waring, 2018)
•
Intermediate students will need 2000 word families
•
Advanced learners will need 4000-6000 word families
•
To read materials written for English speakers (L1),
8000-9000 word families are needed
MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE
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V n adj adv
MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE
work worker workable -
affect effect - -
effect
effect
beautify beauty beautiful beautifully
employ employer employable -
employee
employment
unemployment
unemploy
unemploy
- - effective effectively
eat eater/eatery
edible/inedible
edible/inedible
-
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(Waring, 2018)
•
There are around 1500 common idioms
•
There are around 1200 common phrasal verbs
MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE
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There are hundreds of formulaic phrases/expression
get across get along get around get at
get across get along get around get at
get away get on get out of get over
get away get on get out of get over
get down get down to
get down get down to
Oh, my God! Oh, gosh! My goodness!
Oh, my God! Oh, gosh! My goodness!
Goodness me!
Goodness me!
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Extensive reading
Extensive reading
constitutes
meaning focused input
meaning focused input
and it is the best way
to expose students to
sufficient vocabulary
sufficient vocabulary
to develop
language fluency
language fluency
.
MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE
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Week 1
Week 1
Set-up
Set-up
Introduce:
Introduce:
•
Book Club Café
Book Club Café
•
Websites for reading
Websites for reading
•
Reading logs
Reading logs
•
Importance of reading
Importance of reading
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Week 1-5
Week 1-5
Reading
Reading
Students
Students
•
Choose their own texts
Choose their own texts
•
Read outside class time
Read outside class time
•
Record information to
Record information to
share
share
Week 1-5
Week 1-5
Book Club Café
Book Club Café
(20-30min class time)
(20-30min class time)
Students
Students
•
Share information
Share information
(groups of 3-4)
(groups of 3-4)
•
Enjoy a relaxed and fun
Enjoy a relaxed and fun
atmosphere
atmosphere
•
See immediate benefits of
See immediate benefits of
reading
reading
MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE
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Resources: Graded readers, websites, (ER central,
Texthelper, Newsinlevels, WeSpeke, etc.), apps
•
Budget/cost
•
Time
•
Follow up (essential)
•
Motivation
•
Sustainability
•
Routine for students (place + time)
MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE
jose.lara@mq.edu.au
lesley.speer@mq.edu.au
Thank you
Thank you
Extensive Reading Foundation
Extensive Reading Foundation
(in Australia)
(in Australia)
Extensive reading plays a crucial role in language fluency development. It involves reading easy and enjoyable material at a faster pace, allowing learners to choose what they want to read. By following ten principles and a four-strands approach, extensive reading helps improve four essential language skills: reading, listening, speaking, and writing. With a focus on meaning rather than accuracy, learners can enhance their fluency and comprehension. The benefits of extensive reading are evident in the increased word families learners acquire, leading to improved overall language proficiency.
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Presentation Transcript
Extensive Reading: The Key to Language Fluency Lesley Speer - Jose Lara UECA PD Fest 2018
Reading Intensive vs Extensive Intensive Extensive Control Teacher directed Student directed Purpose Accuracy / Comprehension Fluency / Enjoyment Focus Words/Grammar Meaning Amount Not much A lot Level Often challenging Should be comfortable MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE 2 2
Extensive Reading Ten Principles 1. Reading material is easy. 6. Reading is its own reward. 2. A variety of reading material on a wide range of topics must be available. 7. Reading speed is usually faster rather than slower. 8. Reading is individual and silent. 3. Learners choose what they want to read. 9. Teachers orient and guide students. 4. Learners read as much as possible. 10. The teacher is a role model of a reader. 5. Purpose is related to pleasure, information and general understanding (Day & Bamford, 2002) MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE 3 3
Extensive Reading Why do we need it? Extensive reading is essential for reading fluency development (Macalister, 2018) Learners need 8000 word families in order to read fluently. (Waring, 2018) MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE 4
Extensive Reading Four Strands Approach Four Skills Reading Listening Speaking Writing MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE
Extensive Reading Four Strands Approach Four Skills Four Strands Meaning focused output Meaning focused input Reading Listening Fluency development Language focused learning Speaking Writing (Macalister, 2018) MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE
Extensive Reading Reading without meaning The Snolls The grifty snolls cloppered raucingly along the unchoffed trake. They were klary, so they higgled on sperately. "Ah, chiwar kervay," they squopped rehoply. "Mi psar Quaj!". "Quaj!" snilled one, and flitted even jucklier. Answer the questions below 1. Where did the snolls clopper? 2. What was the trake like? 3. Why did they higgle on? 4. How did they squop? Along the trake. Unchoffed. They were klary. Rehoply. (Waring, 2018) MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE
Extensive Reading Vocabulary acquisition Intermediate students will need 2000 word families Advanced learners will need 4000-6000 word families To read materials written for English speakers (L1), 8000-9000 word families are needed (Waring, 2018) MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE
Extensive Reading Vocabulary acquisition V n adj adv beautify beauty beautiful beautifully work worker workable - - - effective effectively affect effect - - effect employ employer employable - employee employment unemployment eat eater/eatery unemploy edible/inedible - MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE
Extensive Reading Vocabulary acquisition There are around 1500 common idioms There are around 1200 common phrasal verbs get across get along get around get at get away get on get out of get over get down get down to There are hundreds of formulaic phrases/expression Oh, my God! Oh, gosh! My goodness! Goodness me! (Waring, 2018) MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE
Extensive Reading Extensive reading constitutes meaning focused input and it is the best way to expose students to sufficient vocabulary to develop language fluency . MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE
Extensive Reading Book Club Cafe Week 1-5 Week 1 Week 1-5 Book Club Caf (20-30min class time) Reading Set-up Students Read outside class time Students Share information (groups of 3-4) Introduce: Book Club Caf Choose their own texts Websites for reading Enjoy a relaxed and fun atmosphere Record information to share Reading logs See immediate benefits of reading Importance of reading MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE
Extensive Reading Considerations Resources: Graded readers, websites, (ER central, Texthelper, Newsinlevels, WeSpeke, etc.), apps Budget/cost Time Follow up (essential) Motivation Sustainability Routine for students (place + time) MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE
Extensive Reading Foundation (in Australia) jose.lara@mq.edu.au lesley.speer@mq.edu.au Thank you
