授業としての多読 多読学会 大学部会 - PowerPoint PPT Presentation

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授業としての多読 多読学会 大学部会

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  1. EXTENSIVE READING 授業としての多読多読学会 大学部会 2005/12/03 高瀬敦子 梅花高校・関西大学・他非常勤講師 Atsukot@jttk.zaq.ne.jp

  2. What is Extensive Reading? • Extensive Reading means reading in quantity and in order to gain a general understanding of what is read. It is intended to develop good reading habits, to build up knowledge of vocabulary and structure, and to encourage a liking for reading (Longman Dictionary of Language Teaching and Applied Linguistics, 1992) • Extensive Reading is an approach to language teaching in which learners read a lot of easy materials in the new language ( Bamford and Day, 2004). • 100 million words and beyond (Sakai, 2002)

  3. What are the Impact of ER? • Empirical studies have shown • Gains in reading proficiency • Gains in vocabulary • Gains in writing ability • Gains in general proficiency • Growth in positive affect • Gains in confidence • Experience of Reading Enjoyment

  4. How to Motivate Students to Read Books Extensively • Provide easy materials. • Provide a variety of reading materials on a wide range of topics. • Minimize after-reading tasks. (Book reading record sheet - Gap filling    隙間埋め効果) 4. Secure in-class reading time.

  5. Participants * 401 Second-year EFL Japanese female high school students (aged 16-17)over 7 years *Reading Proficiency Level Beginning to high intermediate *English Learning Background Four years of formal education before extensive reading *English Classes (per week for 45 minutes each) Intensive Reading (3), Extensive Reading (2), Grammar & Composition (3), Oral Communication (2)

  6. ExtensiveReading Class • Duration: one academic year (April ~ February) • Materials: • Graded Readers (Cambridge, Heinemann, Longman, Oxford, & Penguin: 200 ~ 1,800 word level) • Picture Books (Addison-Wesley, Oxford, Random House, Scholastic, Longman, etc.) • Authentic Children’s Books (Magic Tree House & Tree Tops) • Requirements: • Reading books in class and outside of classroom • Filling in book a reading record sheet • Writing book summaries (1998 – 2001)

  7. Changes in Reading Practice

  8. Data Collection * Amount of Reading - Self-report record of books read • Questionnaire • Interviews with 1/3 of the participants(1998 – 2003)

  9. ∑ of Words Read per Student

  10. ∑ of Words Read per Student

  11. ∑ of Books Read per Student

  12. ∑ of Books Read per Student

  13. In-class Reading vs Voluntary Reading (2004)(Amount of Reading per Student)

  14. Correlations between In-class Reading vs Voluntary Reading

  15. Repeated-Measures ANOVA on the Pre- and Post-SLEP Test Scores(Gains in the SLEP Test)

  16. Correlations between Reading Amount vs C Test Scores

  17. Advantages of In-class SSR (Silent Sustained Reading) • Students can secure time to read. share the joy of reading. exchange information immediately. be encouraged by others’ reading performance. compete with each other to reading more. • Teachers can observe students’ reading performance. give appropriate instruction on the spot. give advice in effective reading.

  18. Advantages of School Library (Survey conducted by Takase 2004 – 2005) 1. The best book management Keeping track of books Saving administration time 2. Increase uses of the library Keep reading after class Reading books of other areas Increase of studying time * Attracting other students to ER * 3. Easy access for the students Enabling students to browse and skim books before deciding upon one to read 4. Clear signal of the university approval of ER

  19. Interview Answers • I had never thought I could read an English book. • It was great we could choose books of our own. • I was surprised that I was able to understand English without translating into Japanese. • I felt a sense of accomplishment and self confidence when I finished a book. • I am no longer afraid of 長文問題 in tests and entrance examinations. • I can read any kind of books in Japanese, but in English I can read only easy books, which are boring. (Need to raise the threshold level)

  20. Implications • How to attract and motivate reluctant students to read more • How to improve students’ English proficiency • How to motivate colleagues to read books extensively on their own • How to persuade colleagues and schools to introduce and promote ER

  21. EXTENSIVE READING EXTENSIVE READING CONCLUSION For a successful ER program • It is necessary to provide students an abundance of easy books in various genres. • It is necessary to minimize after-reading tasks. • It is necessary to give students enough in-class reading time.

  22. References • Day, R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press. • Bamford, J., & Day, R. (2004). Extensive Reading Activities for Teaching Language. Cambridge: Cambridge University Press. • Dörnyei, Z. (1994a). Motivation and motivation in the foreign language classroom. Modern Language Journal, 78(3), 273-284. • Sakai, K. (2002) Kaidoku Hyakumango [Toward One Million Words and Beyond]. Japan: Chikuma Shobo. • Takase, A. (2004). Investigating Students’ Reading Motivation through Interviews. Forum for Foreign Language Education, 3. Institute of Foreign Language Education and Research, Kansai University, Osaka: Naniwa Press. • Takase, A. (2005). ある私立高校での多読授業への挑戦.  「教室で読む英語100万語」(酒井・神田編著)大修館書店