Accountability and variety in extensive reading
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Author(s)
Fenton-Smith, Ben
Griffith University Author(s)
Year published
2008
Metadata
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Although Extensive Reading (ER) is now widely accepted as an effective way of improving learners' L2 proficiency, there is less agreement on the best way(s) of implementing it in the classroom. While sustained silent reading in class has undoubted benefits, there are several reasons why it is not always appropriate, both philosophically and practically. This paper will briefly consider some of these reasons, arguing that output activities have been unfairly dismissed. The key themes of 'accountability' (having students demonstrate what they have read) and 'variety' (avoiding tedious repetition in the ER classroom) are promoted ...
View more >Although Extensive Reading (ER) is now widely accepted as an effective way of improving learners' L2 proficiency, there is less agreement on the best way(s) of implementing it in the classroom. While sustained silent reading in class has undoubted benefits, there are several reasons why it is not always appropriate, both philosophically and practically. This paper will briefly consider some of these reasons, arguing that output activities have been unfairly dismissed. The key themes of 'accountability' (having students demonstrate what they have read) and 'variety' (avoiding tedious repetition in the ER classroom) are promoted as essential principles in ER materials development. Such materials allow teachers to evaluate students' work without destroying the creativity, freedom, and pleasure that are essential to successful ER. Concrete examples of these materials are explained.
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View more >Although Extensive Reading (ER) is now widely accepted as an effective way of improving learners' L2 proficiency, there is less agreement on the best way(s) of implementing it in the classroom. While sustained silent reading in class has undoubted benefits, there are several reasons why it is not always appropriate, both philosophically and practically. This paper will briefly consider some of these reasons, arguing that output activities have been unfairly dismissed. The key themes of 'accountability' (having students demonstrate what they have read) and 'variety' (avoiding tedious repetition in the ER classroom) are promoted as essential principles in ER materials development. Such materials allow teachers to evaluate students' work without destroying the creativity, freedom, and pleasure that are essential to successful ER. Concrete examples of these materials are explained.
View less >
Conference Title
JALT2007 Conference Proceedings
Copyright Statement
© 2008 JALT Publications. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference's website or contact the author.
Subject
LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori)