A Theoretical Review of Creating a Print-rich Environment in an Extensive Reading Program
1
조회
0
다운로드
0
인용
0
참고문헌
초록
Extensive reading is based on Stephen D. Krashen's language acquisition theories like the Acquisition-Learning Distinction, the Input Hypothesis, and the Affective Filter Hypothesis. It aims to provide a large quantity of comprehensible input to language acquirers via reading and also intends to create a low affective filter situation by allowing them to select their own reading materials, which are well within their linguistic levels. For a successful extensive reading program, it is particularly important to create an environment where learners feel free to select and read what they want. The success of the program depends on how easy, varied, and interesting materials are prepared. In this study, a theoretical framework of extensive reading is introduced first. Then, benefits of extensive reading and theoretical suggestions in creating a print-rich environment to foster learners' further reading are discussed.
Abstract
Extensive reading is based on Stephen D. Krashen's language acquisition theories like the Acquisition-Learning Distinction, the Input Hypothesis, and the Affective Filter Hypothesis. It aims to provide a large quantity of comprehensible input to language acquirers via reading and also intends to create a low affective filter situation by allowing them to select their own reading materials, which are well within their linguistic levels. For a successful extensive reading program, it is particularly important to create an environment where learners feel free to select and read what they want. The success of the program depends on how easy, varied, and interesting materials are prepared. In this study, a theoretical framework of extensive reading is introduced first. Then, benefits of extensive reading and theoretical suggestions in creating a print-rich environment to foster learners' further reading are discussed.
참고문헌 (47)
- Anderson, R. C., "Interestingness of children’s reading material. in : Aptitude, learning, and instruction: Cognitive and affective process analysis", pp.287~299 (1987), Erlbaum
- Baker, L., "Dimensions of children's motivation for reading and their relations to reading activity and reading achievement", Reading Research Quarterly, 34, pp.452~477 (1999)
- Day, R. R., "Extensive reading in the second language classroom" (1998), Cambridge University Press
- Day, R. R., "Top ten principles for teaching extensive reading", Reading in a Foreign Language, 14, pp.136~141 (2002)
- Dreher, M., "Motivating struggling readers by tapping the potential of information books", Reading and Writing Quarterly, 19, pp.25~38 (2003)
- Elley, W. B., "The impact of a book flood in Fiji primary schools" (1981), New Zealand Council for Educational Research
- Elley, W. B., "Acquiring literacy in a second language: The effect of book-based programs", Language Learning, 41, pp.375~411 (1991)
- Eskey, D. E., "Theoretical foundations. in : Teaching second language reading for academic purposes", pp.3~23 (1986), Addison-Wesley
- Fernandez de Morgado, N., "Extensive reading: Students’ performance and perception", The Reading Matrix, 9, pp.31~43 (2009)
- Garner, R., "Effects of “seductive details” on macroprocessing and microprocessing in adults and children", Cognition and Instruction, 6, pp.41~57 (1989)
- Grabe, W., "Remarks made at Colloquium on Research in Reading in a Second Language", TESOL Conference (1995)
- Hafiz, F., "Graded readers as an input medium in L2 learning", System, 18, pp.31~42 (1990)
- Harris, A. J., "How to increase reading ability: A guide to developmental and remedial methods (9th ed.)" (1990), Longman
- Hermann, F., "Differential effects of reading and memorization of paired associates on vocabulary acquisition in adult learners of English as a second language", TESL-EJ, 7, pp.1~16 (2003)
- Hidi, S., "Strategies for increasing text-based interest and students’ recall of expository texts", Reading Research Quarterly, 23, pp.465~483 (1988)
- Hidi, S., "Situational interest and its impact on reading and expository writing. in : The role of interest in learning and development", pp.215~238 (1991), Erlbaum
- Horst, M., "Beyond a Clockwork Orange: Acquiring second language vocabulary through reading", Reading in a Foreign Language, 11, pp.207~233 (1998)
- Horst, M., "Learning L2 vocabulary through extensive reading: A measurement study", The Canadian Modern Language Review, 61, pp.355~382 (2005)
- Horwitz, E. K., "Foreign language classroom anxiety", The Modern Language Journal, 70, pp.125~132 (1986)
- Horwitz, E. K., "Becoming a language teacher: A practical guide to second language learning and teaching" (2008), Pearson
- Krashen, S., "Principles and practice in second language acquisition" (1982), Pergamon Press
- Krashen, S., "Inquiries and insights" (1985), Alemany Press
- Krashen, S., "We acquire vocabulary and spelling by reading: Additional evidence for the Input hypothesis", The Modern Language Journal, 73, pp.440~464 (1989)
- Krashen, S., "The case for free voluntary reading", The Canadian Modern Language Review, 50, pp.72~82 (1993)
- Krashen, S., "The power of reading: Insights from the research" (1993), Libraries Unlimited
- Krashen, S., "Acquisition of vocabulary from the Sweet Valley Kids series: Adult ESL acquisition", Journal of Reading, 37, pp.662~667 (1994)
- Kweon, S. O., "Beyond raw frequency: Incidental vocabulary acquisition in extensive reading", Reading in a Foreign Language, 20, pp.191~215 (2008)
- 이현구, "영어 읽기 지도를 위한 줌렌즈 모형", 영어교과교육, 9(2), pp.173~192 (2010), 한국영어교과교육학회
- 이화자, "이야기책 읽기를 통한 EFL 어린이 학습자의 쓰기 능력 발달에 관한 연구", 영어교과교육, 8(1), pp.1~22 (2009), 한국영어교과교육학회
- Leung, C. Y., "Extensive reading and language learning: A diary study of a beginning learner of Japanese", Reading in a Foreign Language, 14, pp.66~81 (2002)
- Long, M., "Input, Interaction, and Second Language Acquisition", 박사, pp.1980
- Mason, B., "Extensive reading in English as a foreign language", System, 25, pp.81~102 (1997)
- McDaniel, M., "The effects of text-based interest on attention and recall", Journal of Educational Psychology, 92, pp.492~502 (2000)
- Mikulecky, B. S., "More reading power" (2004), Longman
- Mohd Asraf, R., "Promoting English language development and reading habit among students in rural schools through the guided extensive reading program", Reading in a Foreign Language, 15, pp.83~102 (2003)
- Nell, V., "The psychology of reading for pleasure: Needs and gratifications", Reading Research Quarterly, 23, pp.6~50 (1988)
- Nuttall, C., "Teaching reading skills in a foreign language" (1982), Heinemann
- Pica, T., "Research on negotiation: What does it reveal about second- language learning conditions, processes, and outcomes?", Language Learning, 44, pp.493~527 (1994)
- Pigada, M., "Vocabulary acquisition from extensive reading: A case study", Reading in a Foreign Language, 18, pp.1~28 (2006)
- Renandya, W. A., "Extensive reading with adult learners of English as a second language", RELC Journal, 30, pp.39~60 (1999)
- Richard-Amato, P. A., "Making it happen. (2nd ed.)" (1996), Addison-Wesley Publishing Company
- Richards, J. C., "Longman dictionary of language teaching and applied linguistics. (2nd ed.)" (1992), Longman
- Scarcella, R. C., "The tapestry of language learning: The individual in the communicative classroom" (1992), Heinle & Heinle
- Schallert, D. L., "The pull of the text and the process of involvement in one’s reading. in : Promoting literacy engagement: Motivational strategic reading through integrated instruction", pp.68~85 (1997), International Reading Association
- Schank, R. C., "Interestingness: Controlling inferences", Artificial Intelligence, 12, pp.274~297 (1979)
- Simensen, A. M., "Adapted readers: How are they adapted?", Reading in a Foreign Language, 4, pp.41~57 (1987)
- Williams, E., "Reading in the language classroom" (1984), Macmillan