An Exploration into Students’ Insights about Extensive Reading:Does ER Lead Learners to become Autonomous or Stray Readers?

URI http://cur-ren.cjc.ac.jp/metadata/837
フルテキストURL
タイトル
An Exploration into Students’ Insights about Extensive Reading:Does ER Lead Learners to become Autonomous or Stray Readers?
著者
著者 Sunami-Burden Kyoko
著者(別表記)
抄録

This study was originally designed as a preliminary survey for another action research study by Sunami-Burden (2015b), which examines the use of a checklist as a facilitator for reading, in order to perceive the degree of student engagement in Extensive Reading (ER) as well as their opinions of ER. Unexpectedly, this survey revealed that the students majoring in English Communication had been struggling rather than enjoying extensive reading. Nine English majors taking Reading B as an elective subject at Chugoku Junior College participated in this study. The participants completed an open and closed-item questionnaire on the first day of the second semester, which sought their insights into extensive reading. Results showed that extensive reading apparently had helped remove the learners antipathy towards reading in English, but the students lacked awareness of the principles of extensive reading, and did not know the methodology of effective extensive reading. Mizuno (2010), argues that the significance of teaching reading in tertiary education is to lead students to become autonomous readers, who are able to choose a book to read and learn from reading on their own. The participants in this study, however, seems to have been straying into a black hole of ER, meaning that they become very confused. It is most likely that the students are simply doing extensive reading to fulfill the requirements for getting a grade in the same way as Robbs (2002)3)
students were. The paper concludes with the argument that learners need teachers' responsive guidance and explicit assistance in extensive reading.

主題
830 英語
キーワード
Extensive Reading
Teachers Guidance
Teachers Roles
Autonomous Readers
Stray Readers
参考文献

1. Sunami-Burden, K.:Journal of Chugokugakuen (2015b:in print) 14.
2. Mizuno, K.:Creating a community of readers utilizing the ICT. In Kimura, H., Kimura, T., and Shiki, O. (Eds.) Theory and Practice in Reading and Writing;Nurturing Independence Learning, pp. 15-29. (2010). Tokyo:Taishukan.
3. Robb, T.:Extensive reading in an Asian context-An alternative view. Reading in a Foreign Language (2002) 14(2), pp. 146-147.
4. Sunami-Burden, K.:Cooperative learning in the EFL reading classroom in tertiary education:A way to improve the classroom climate through the communicative use of a questionnaire. Chugokugakuen Journal (2014a) 13, pp. 15-20.
5. Sunami-Burden, K.:The effect of cooperative learning on EFL reading in tertiary education;Does cooperative learning arouse learners’ reading potential? Journal of Chugokugakuen (2014b) 13, pp. 87-95.
6. Lemmer, R.J.:A decade of reading and learning;A history of the extensive reading program in the department of English Communication. Chugokugakuen Journal (2012) 11, pp. 1-5.
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9. Day, R. and Bamford, J.:Extensive reading in the second language classroom. (1998). New York:Cambridge University Press.
10. Yoshizawa, K., Takase, A., & Otsuki, K.:The effect of a teacher’s guidance on Japanese university EFL learners’ voluntary reading outside class. Journal of Kansai university Foreign Language Studies (2013) 8, pp. 133-150.
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12. Williams, R.:“Top ten” principles for teaching reading. ELT Journal, (1986). 40(1), pp. 42-45.
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発行日
2015
出版物タイトル
Chugokugakuen journal
14
開始ページ
9
終了ページ
15
ISSN
1348-1452
NCID
AA11806612
出版者
Chugokugakuen University/Chugoku Junior College
著作権者
中国学園大学
中国短期大学
資料タイプ
紀要論文
言語
英語
論文のバージョン
publisher