This article, based on material used on our Delta Module One course, focuses on extensive reading and asks:
a) What are the differences
between extensive reading and the reading activities normally found in
coursebooks?
b) Why can
extensive reading usefully be incorporated into a language programme?
c) What
are the disadvantages of using graded readers with learners?
Section a – Differences
1. Coursebook reading texts are aimed at the development of reading skills and/or focus on specific language items. There is generally a pre-reading (scaffolding) phase, a while reading stage (usually involving the text being read at least twice, first for gist, then for detail to ensure comprehension, and possibly a third time for language focus) Texts for extensive reading are read for pleasure, usually only once with no scaffolding, comprehension activities or language focus. They are read in the same way that a reader would read eg novels or magazines in their L1.
2. This is because coursebook reading texts are often above the level of the learner and need both scaffolding and intensive study if learners are to be able to deal with them. They may be authentic, and the tasks graded rather than the text in line with the precepts that learners need to learn to cope with the type of authentic text they might meet outside the classroom and that “you don’t need to understand everything. Extensive reading on the other hand is done using graded texts at the learner’s level, each page containing no more than a couple of items unlikely to be known but easily inferable. Graded readers are most commonly used at lower levels, though advanced level learners may well move on to authentic texts such as novels. I often recommend crime thrillers to my learners as they are generally dialogue based and avoid long passages of complex descriptive language (as found in eg fantasy novels).
3. Coursebook reading texts are generally used in the classroom and in a lockstep approach. All learners in the class read the same text, which they have not chosen but which “comes next” in the course. They do the same activities, generally in the same timeframe. In contrast, learners involved in extensive reading may all be reading different texts, which they have chosen depending on their personal interests (and possibly, in a mixed ability class, different levels). The reading may be done in class, but may also be done outside class and learners may choose to devote different amounts of time to the activity..
4.
The tasks attached to coursebook reading texts generally test
understanding, and the T’s role is to confirm correct answers, explain
misunderstandings and generally evaluate learners responses. Extensive
reading is not evaluated – the reading is its own reward, though the Ls
should have the possibility of asking the T about any language items that they
“noticed” in the text and want a fuller explanation of. The T’s role is
therefore to guide the learners (eg explaining why extensive reading is useful,
helping them choose suitable texts) and to motivate and support them. The T.
may also be a role model of a reader – see point 10 below
Section b – Why useful?
5. Because the extensive reading texts are at the learners level, they automatically consolidate language that has previously been taught. In particular, various writers including Nation point to the positive effect that extensive reading has on vocabulary acquisition.
6. Extensive
reading accords with Krashen’s “input hypothesis” – the idea that large-scale
exposure to “comprehensible input” will lead to acquisition. In recent years Krashen has extended this to the idea
that “compelling input” – ie when Ls are so interested in the ideas that they “forget”
about the language – will maximise unconscious acquisition. Texts chosen
because they reflect Ls’ interests can provide this “compelling input”.
This exposure to added input would be particularly important if Ls are studying in a non-English speaking environment, where they will not have automatic exposure to English outside the c/r.
7. Because there are no tasks to complete and because the text presents no great comprehension difficulties, learners tend to read faster when reading extensively. Again, work by various researchers, including Bell, suggests that this increase in reading rate will transfer to other types of reading, increasing overall reading fluency.
8. Other research (eg by Krashen) has suggested that extensive reading often improves writing skills. This would seem to be because the learners are being exposed to effective models of text, with accurate use of grammar, a wide range of lexis, and models of organisation – eg chronological or flashback tor organisation in novels, logical paragraphing in expository texts etc – which are unconsciously acquired and transferred to productive use.
9. Motivation : Because they are reading texts which interest them and are at their level, the experience of extensive reading should be enjoyable Day and Bamford point to an increase in motivation and positive affect resulting from the use of graded readers. This motivation may be particularly important for young learners, as recognising that reading is enjoyable should also motivate them to read in their own language. It therefore also has an aim which reflects the T’s role as educator rather than as “just” as language teacher.
10. Extensive reading may be a stimulus for other spoken or written activities and therefore again help to consolidate language and also to promote fluency. In talking or writing about the books they have read, the learners are automatically using the language which was contained in the text. For example, although extensive reading is not formally evaluated, if it is an “obligatory” activity (either done in class time or for homework) as might happen with young learners, the T might ask for a written book report or a “show and tell” type presentation after the learners have finished the book. Displaying the reports on the class notice board or listening to the presentations may well motivate other learners to read the same book. The type of report/presentation required can first be modelled by the teacher, showing the Ls that s/he too reads extensively. Alternatively/Additionally, the learners may regularly be asked to discuss in small groups what they have been reading, whether they liked it and why, who was the most interesting character etc etc.
11. Learners may need to cope with long texts outside the classroom – eg EAP learners who need to read textbooks in English. Extensive reading can act as a “halfway house” between dealing with the type of text length they will find in their coursebooks and whole articles or chapters in academic textbooks. Otherwise, the Ls might find themselves having to cope with long and complex texts without having ever read a text more than one page long in a coursebook.
12. Some
readers are accompanied by audio recordings. Listening and reading at the same
time helps the learners acquire the pronunciation of the words, and of the
rhythm, stress and intonation patterns of the language. They can practice these by using the shadow reading technique
(Sturtridge and Geddes) – ie reading aloud at the same time as listening to the
recording, trying to keep their performance as close as possible to that heard,
Section
c – The disadvantages of using graded readers
13. Because the
language of graded readers is simplified and carefully selected to match
learner level, it is very different from natural written discourse, lacking in the
structural and lexical complexity, figurative language, cultural references etc
that would be present in authentic text. For example, it is only at level 7 (CEFR
B1) that the Cambridge Readers include ellipsis – a common feature of all forms
of authentic discourse. This means that if learners only use graded
readers at lower levels, later exposure to authentic text which they don’t
fully understand may come as a shock and be demotivating.
14. The
simplification and grading in these readers also means that learners do not
develop important reading subskills while reading them. For example, words which
would possibly be unknown are often glossed, meaning the learners will not
develop the subskill of inferring unknown words from context.
15. Cost: Graded
readers cost around €8-€9 (on amazon.it). If a school is going to create a library
which caters for all lower levels, all age groups, and all interests, and which
has a book available for each learner all the time, this means a large number
of titles and a considerable outlay. Alternatively, learners would need to buy
the books themselves, which they might not be willing or able to do, at least
on a regular basis.
References and Further Reading
Bamford and Day, Extensive reading activities for teaching language
Bell, Extensive Reading: Why? and How?
Maley, Extensive Reading: Why it is good for our students and for us.
Nation and Waring, Extensive Reading and Graded Readers
