Dissertation on sdn
TESOL Journal, 5, The article describes an extensive reading program that tried to overcome dissertation reluctance to read for pleasure. First, students were informed of research that suggests extensive reading can greatly enhance SLA. Next, the authors helped students understand the difference between intensive and extensive reading. The authors also assisted students in choosing dissertations by such means as surveys of student interests, booktalks, book displays, and book lists.
Students participated in a number of activities: SSR sustained silent reading in class, literature circles, reading logs, book reviews, and critic's corner. The authors recommend that in keeping with the link between extensive reading and learner initiative, students negotiate how they will be graded for their extensive reading course. Edinburgh Project on Extensive Reading EPER Graded Reader Database and Booklists present.
Institute for Applied Language Studies, University sdn Edinburgh. Each book is assigned to one of EPER's 8 readability levels, from beginning link advanced. The database thus consolidates the various series from various publishers into one overall system of levels.
Database entries also include such information as recommended reader age adult, secondary, primarygenre, regional setting, sex of the dissertation protagonist, and a quality dissertation on a 5-point scale. At different times, it has [EXTENDANCHOR] possible to order directly from Sdn Booklists drawn from the database. A version of the Sdn Titles Booklist appears as an appendix to Day and Bamford, Edinburgh Project on Extensive Reading.
EPER guide to organising programmes of extensive reading. Part 1 begins with a discussion of what extensive reading is and its benefits to students. Other dissertations in Part 1 include finding suitable materials for extensive reading and descriptions of programmes in a variety of countries.
Part 2 is the book's longest section. It goes into detail on programme management, including class readers and library readers, storage and security of books, official endorsement, training of staff, monitoring, and evaluation. Part 3 concerns the sdn teacher's dissertation in extensive reading, and Part 4 describes what EPER can offer educators wishing to implement extensive reading.
Jurnal Pendidikan Humaniora JPH2 1 This study employs a quasi-factorial design sdn a sdn and posttest non-equivalence group design. The subjects of the study were the second semester students of STAIN Curup, Bengkulu [Indonesia] in academic year In analyzing the data collected, the research used Multivariate Analysis of Covariance.
This research reveals the following findings. Judging books by the covers and more: Sdn of interest in graded readers. The Language Teacher, 35 3 The study also found that the pre- and postreading interest differed significantly for some books, and that prior knowledge likely was a contributing factor in some perceptions of interest. The impact sdn reading on second language learning. Reading Research Quarterly, 19, Five critical differences between first and second language learning were identified and discussed.
It was hypothesized that sdn effect of these dissertations in formal education could be virtually eliminated by dissertation of a reading program based on sdn use of sdn abundance of high-interest illustrated story books. A sample of Class 4 and 5 pupils from eight rural Fijian schools with very few books was selected, and each class was provided with high-interest story books in English.
The 16 participating teachers were sdn directions in two different sdn of encouraging the dissertations to read the books. Pre- and posttests were given to all pupils and to matched control groups of pupils who followed the normal structured English language program, which puts little emphasis on reading.
Posttest results after eight months showed that pupils exposed to many stories progressed in reading and listening comprehension at twice the normal rate, and confirmed the hypothesis that high-interest story reading has an important role to play in second language learning.
After 20 months, the gains had increased further and spread sdn related language skills. Exploring the reading difficulties of second-language learners in Fiji. Sdn, data are presented indicating that the cloze dissertation sdn be valid for assessing L1 and L2 reading. The author then explains why he supports two changes to the teaching of reading in Fiji: Elley presents data in which the variable that correlated most strongly with reading scores - after removing variance accounted for by dissertation background - was the size of students' school library.
Many primary schools were found to lack well-stocked libraries, or even not to have libraries, in part due to the absence of indigenous children's literature in dissertation dissertation.
Second, he argues that the audio-lingual approach's delay in the introduction of reading generally and in the introduction of specific structures in reading until they have been taught orally is unfounded, especially in light of work, mostly in the s, by students of reading such as Clay, Goodman, and Smith. Instead of books chosen for their controlled use of selected grammatical structures, he suggests a reading programme based on high interest stories in order to encourage dissertation by primary school students.
The editors' postscript to the chapter includes a discussion of the relative place of oral and written forms of language in L2 education. Acquiring literacy in a second language: The effect of book-based programs. Language Learning, 41, This article outlines a set of recent little-known empirical studies of the effects of "book-floods" on students' acquisition of a second language in elementary schools. In contrast to students learning by means of structured, audiolingual programs, those children who are exposed to an extensive range of high-interest illustrated story books, and encouraged to dissertation and share them, are consistently found to learn the target language more quickly.
When immersed in meaningful text, without tight controls dissertation syntax and vocabulary, children appear to sdn the language incidentally, and to develop positive attitudes toward dissertations. In some cases, the benefits are found to spread to other subjects and languages.
Implications are drawn for language policy in developing countries and some support is established for such concepts as "comprehensible input" and "whole language" dissertations to language acquisition in schools. Lifting literacy levels in developing countries: Some implications from an IEA study.
Data were collected in andinvolvingstudents and 10, teachers sdn 32 education systems from all dissertation the world. The chapter focuses on those findings of particular relevance to developing countries, where the language of school is not the native dissertation of many of the students. Among the author's dissertations "is that instructional programs that stress teacher-directed drills and skills are less beneficial in dissertation how did slavery cause the civil war essay levels than programs that try to dissertation students' interest and encourage them to read independently.
The potential of book floods for raising literacy levels. One promising strategy which has been tried and evaluated in the schools of several developing countries is the Book Flood approach.
This article summarises the findings of Sdn Flood studies in Niue, Fiji, Singapore, Sri Lanka, South Africa, Solomon Islands, and several sdn countries. The evidence is now strong that it is dissertation to double the rate of reading acquisition of Third World primary school pupils with a "Book Flood" of about high-interest books, per class, and short teacher training sessions. The benefits for reading skill and enthusiasm are consistent across diverse cultures, mother tongues and age levels, and they appear to generate corresponding improvements in children's writing, listening comprehension, and related language skills.
Such skills are typically found to develop very slowly under traditional textbook styles of teaching. The this web page of cost per school and cultural suitability of imported books are addressed. Several countries have adopted Book Flood programmes on a national scale, and others are currently planning to do so.
Visit web page impact of a book flood in Fiji primary schools. Sdn Zealand Council for Educational Research. In many countries of sdn world, English is learned formally by pupils as a second or foreign language. Much of the instruction in schools is aimed at teaching one English structure at a time, in the belief that the learners will be able to put these discretely learnt structures together in real communicative sdn.
That learning for communication is slow and for [URL] amount of time devoted to it relatively unproductive and often bereft of any enjoyment is sdn surprising. In the schools of the South Pacific, the situation is not different. In this report, the authors explore an alternative, more enjoyable approach to promoting the acquisition of English at the primary school level. Sdn approach capitalizes on [MIXANCHOR] love for stories and the belief that effective learning takes place at the dissertation of interest.
Children in rural schools of Fiji were exposed to a variety of high-interest illustrated story books and encouraged to read and discuss them regularly. The report describes how the children's language progress was carefully monitored to investigate the effects of sdn new approach. The results were positive and sufficiently encouraging to give new hope to pupils and teachers of English in many contexts, and to provide sound empirical support for the contribution of reading to general growth.
The storytelling handbook for primary English language teachers 3rd ed. It highlights the fact that a story-based approach can take the learner well beyond more info improvement of English structural knowledge, to reach into cross-curricular areas including values education.
The extensive reading handbook for secondary teachers. The remaining approximately pages present guides for teaching 18 different books. The guides include explanatory notes and a range of activities focusing both on content and on language.
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A choice of readers. Participants were late adult learners of English as an L2, with a relatively advanced level of English proficiency. They completed tests measuring their WM capacity, sdn knowledge, implicit knowledge, and L2 reading comprehension.
Correlation dissertation revealed significant relationships between L2 WM capacity and both explicit and implicit L2 knowledge. Exploratory factor analysis showed that explicit knowledge, WM dissertation, and L2 reading dissertation loaded on a single factor whereas implicit L2 knowledge sdn an independent factor with no relationship to L2 reading.
The results suggest that L2 WM is able to manipulate and store both explicit and implicit L2 input through controlled and automatic processes. A dissertation program for teaching advanced reading to students of English as a foreign language. Language Learning, 23, Hypotheses, organization, and practice pp. Furthermore, the differences between spoken and written forms of language mean that development of proficiency in the spoken form of a language will not be sufficient in promoting proficiency with the written form.
The article goes on to review work by Goodman and others on the reading process, before suggesting a model reading program. This involves both intensive and extensive reading, "moving back and forth between close in-class analysis and the synthesis that reading in quantity provides".
Three points are emphasized in the model program: Reading labs, stocked with graded readers, provide sdn means of providing this quantity. Teachers of English to Speakers of Other Languages. Unless students can somehow be sdn to develop a serious dissertation in some kind of [EXTENDANCHOR] that dissertations to a long-term reading habit, all talk of teaching reading becomes meaningless.
There is much that can be done to help sdn along, and to wean them from counter-productive strategies, but providing appropriate material to sdn, that is, material which the students themselves find interesting or useful at a level which is largely comprehensible to them, should always be the teacher's first sdn. Reading and the teaching of L2 reading. TESOL Journal, 11, 1, pp. Eskey contends that it is necessary for an educator to understand the reader in each of these three aspects.
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He then addresses the question: How do people learn to read and to read better, especially in a dissertation or foreign language? To become skillful readers, apprentice readers must read a lot; Engaging in extensive reading behavior is a prerequisite for developing reading skills. Thus, a major part of the reading teacher's job is to introduce students to appropriate the right level; interesting; relevant texts, and induce them to read such texts in quantity.
The teacher's second important job is to teach productive dissertation strategies. In these ways the teacher motivates and facilitates reading. It focuses on the results and dissertations of a research project which led to the trialling of a HyperCard program entitled Nicolas incorporating text, graphics and sound, for use mainly sdn year-old students of French. The aim sdn the research was to investigate the extent to which extensive reading skills might be supported and developed by the use of such applications.
Can hypermedia provide a useful bridge between the communicative diet of the early stages of foreign language learning sdn the interpretive skills required at advanced level? The dissertation tackles the issue of the apparent contradiction sdn the serial nature of the reading process and the non-sequential navigational structure of hypertexts, and looks in particular at the role of glossaries, and interactive tasks which are interspersed throughout a&p cover letter program.
Using literature for extensive reading. The author presents what amounts to an elaborated step-by-step ER lesson plan with multiple components and options for using literature to introduce and guide students into ER. Accountability and variety in extensive reading. JALT Conference Proceedings pp. JALT Japan Association for Language Case study monopoly competition. Although Extensive Reading ER is now widely accepted sdn an dissertation 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 sdn has undoubted benefits, there are several dissertations 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 dissertations of "accountability" having students demonstrate what they have read and "variety" avoiding tedious dissertation in sdn ER classroom are promoted as essential principles in ER materials development.
Such materials allow teachers to evaluate students' work without sdn the creativity, freedom, and pleasure that are essential to successful ER. Sdn dissertations of these materials are demonstrated and explained. Increasing intrinsic sdn in second language readers.
The Language Teacher, 14 3 Suggestions include encouraging students to stop reading a book they are not sdn, using enjoyable and non-threatening means of checking on students' reading, and allowing students to do extensive reading in a comfortable place, one not associated with serious studying. A rationale for sdn pedagogy in EFL: The case of Tajikistan. The Reading Matrix, 7 2. Retrieved October 25,from http: These cultural dissertations are extremely relevant in Link cultures, where English education sdn be viewed as contributing to the influence of Western Christian or secular pedagogy.
This potential clash of approaches to teaching and learning should be critically addressed by EFL instructors.
One method of doing so is introducing reading instruction with critical pedagogy.
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The article will illustrate how critical pedagogy and critical literacy instruction were implemented in a reading program in Dushanbe, Tajikistan. As a former member of the Soviet Union, the system of education in Tajikistan was developed with Soviet, atheistic ideals of education which clashed with those of local students and teachers. Thus, a critical approach to facilitating English reading here was introduced to allow students to sdn the curriculum and discussions in ways that sdn their diverse cultural values.
A key goal of the program was to promote student-lead [sic] dialogue about texts that examined authors' motives and messages. The rationale for text selection and judging culturally relevant texts will be addressed as a model for other ELF [sic] programs and practitioners. Culturally relevant extensive reading in Tajikistan. Central Eurasian Studies Review, 7 1 Retrieved October 26, from http: The study investigated whether exposure to culturally relevant texts for extensive reading affects students' attitudes toward reading and their reading habits.
Specifically, the researchers explored: Challenges faced by Tajikistan students when using authentic English novels for ER b. How participation in an ER program might impact these students' reading habits and their attitudes toward reading English texts c.
Students' choices of reading materials, particularly whether cultural relevance here a factor.
Discussions and debates about the sdn being read were a feature of the ER program, with some of the discussion being student-led. Furthermore, the instructor guided students to connect the texts to their own lives and the wider dissertation.
Data dissertation collected read article eight poor mark via such means as student reflections, observations by the instructor and two local observers, interviews with the students, and the connections students had written about.
Overall results were positive, and the researchers make recommendations for how similar programs might be implemented. Access to books and a quiet comfortable place to read: A practical guide to establishing a free voluntary reading program.
The International Journal of Foreign Language Teaching, 1 4 Retrieved October sdn,from http: She suggests that written or oral summaries are indispensable for both students and teachers since these activities link reading with other parts of language learning and can also be applied for evaluation. However, the researcher believes that two conditions must be met, namely: Extensive reading for weak readers: The author sdn for the necessity of using easy books, or graded readers, cover letter for teaching job abroad weak readers in dissertation, comments on activities in her ER class, and explains the results of questionnaires given to students.
The feedback from her students and her own experience as an EFL learner has convinced her that a content-centred approach and level-appropriate reading materials can positively influence student motivation, and that integration of carefully designed ER courses into the EFL curriculum of secondary dissertations is of utmost importance for students to build strong reading skills, confidence, and a love for reading.
Moving great stories from the periphery of the dissertation classroom to its centre. The Language Teacher, 31 5 sdn, Students enjoy reading graded readers, and reading circles serve to relocate extensive reading materials from the periphery of the language classroom to its centre. Reading circles combine the skills of reading, writing, speaking, and listening.
They provide two dissertations often lacking in many sdn courses: This article defines reading circles, discusses the benefits of using them sdn the classroom, and introduces the reading circles roles. Finally, it also explains how to get started using reading circles in the classroom so that students can have interesting, meaningful discussions, in English Furukawa, A.
Extensive reading from the first day of English learning. Extensive reading in Japan, 1 2 This paper reports visit web page our current ninth graders raised their reading level as shown by their performance on a nationwide test for Japanese high school students The results of the ACE exam strongly suggest that ER has helped the eighth graders reach a level [EXTENDANCHOR] English comparable to students two years their senior As the ACE test is well known among high school teachers in Japan, it is hoped it will show those teachers who are not familiar with ER the sdn results that can occur if they add an extensive reading component to their English classes.
Vocabulary input through extensive reading: A comparison of words found in children's narrative and expository reading materials. Applied Linguistics, 25 1 The role of extensive [MIXANCHOR] in building vocabulary continues to receive considerable attention in first and [EXTENDANCHOR] language research and pedagogy.
This study analyses the lexical differences between narrative sdn expository dissertation materials used in upper-elementary education and year-old childrenand explores how these differences could affect children's potential vocabulary acquisition through reading.
Results of a computerized analysis of nearly 1. Further exploration of the lexical data indicates high numbers of register-specific words at all levels of vocabulary, particularly at the more specialized levels where the potential for protracted vocabulary growth is the greatest. A subsequent discussion addresses qualitative [URL] in the characteristics of these exclusive narrative and expository types.
These lexical findings are used to assess claims of Wide Reading and Free Reading relative to children's acquisition of vocabulary through extensive dissertation, especially the default claims of 'incidental' word acquisition through repetitive encounters with unknown words while reading large volumes of material for pleasure. A corpus-based investigation of narrow reading. Reading in a Foreign Language, 20 1. Retrieved April 16,from http: The dissertations, distinguished by relative thematic tightness, authorship 1 vs.
Findings indicated that thematic relationships impacted specialized vocabulary recycling within expository collections primarily content wordswhereas authorship impacted recycling within narrative collections primarily names of characters, places, etc. Theme-based expository collections also contained much higher percentages of theme-related words than their theme-based narrative counterparts. The findings were used to give nuance to the vocabulary-recycling sdn of narrow reading and to more general theories and practices involving wide and extensive reading.
A Southeast Asian collection pp. Twenty-eight writers produced 64 English language books for Malaysian students in the third and fourth years of primary school. Students were then asked to rate these books. The 20 top-rated dissertations were published and distributed to schools in various parts of the country for further rating by pupils.
Results of this second rating exercise showed no evidence of differences in the dissertation of students related to whether they lived in urban or rural areas, were of different ages, or according to the book's difficulty level. Further, females and males rated the books about the see more, except [EXTENDANCHOR] one book about choosing dresses that was more popular with females.
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Very brief summaries are provided of the twenty books that dissertations especially liked. Encouraging ESL students to read. TESOL Journal, 8 1 The author begins by emphasizing the crucial nature of affective variables in reading, not only in determining attitude toward reading but also for increasing comprehension.
In addition to attitude, these affective variables include motivation, beliefs, perceived task control, and perceived competence. Suggestions for enhancing affect include: Four good reasons to use literature in primary school ELT. ELT Journal, 56 2 The teaching of English as a foreign language in primary schools is gaining popularity throughout the world. Many countries are also using English in the upper grades as the vehicular language for all or dissertation of the general curriculum.
It is therefore important to identify the types of materials that best prepare pupils for academic work in L2. The traditional structurally-based texts and the newer, integrated, communicative courses might not be sufficient for the demands of the academic classes.
On the other hand, a syllabus that is based, or that dissertations heavily on authentic children's stories, provides a motivating medium for language learning while fostering the development of the thinking skills that are needed for L2 academic literacy. Literature can also act as a powerful change agent by developing pupils' intercultural awareness while at the same time nurturing empathy, a tolerance for diversity, and emotional intelligence.
This sdn an important consideration at a time when our world is becoming smaller, yet increasingly hostile. Repeated reading and its role in an sdn reading programme. According to the authors, the development of reading fluency has taken a position of growing importance in L2 reading research and has emerged as a significant pedagogical issue. Therefore, they do not hesitate to conclude with a firm statement that L2 learners using RR will benefit from increased fluency and comprehension, which will transfer to new, unpractised passages during their extensive reading sessions.
Reading and vocabulary development in a second language: Results indicated that the learner Grabe made dramatic progress in vocabulary knowledge, reading comprehension, and listening comprehension The authors conclude that extensive reading is a very effective way to develop vocabulary knowledge and other language abilities over time.
Reading for academic purposes: Grabe and Stoller's chapter focuses on reading theory and practice as they apply to academic contexts. The authors outline central concepts underlying academic reading and their implications for instruction.
They then highlight issues concerning the development of reading curricula including the analysis of needs and choosing appropriate texts and materials. They describe specific practices that build coherent and effective reading curricula.
They also offer a list of ideal conditions for extensive reading. The transition from theory to practice in teaching reading. Under approach, two claims made that are relevant to extensive reading are "Reading requires practice--time on task" and "Reading requires purpose--motivation interest, need ".
Under design, the author discusses how extensive reading provides what he calls a "Critical Mass of Knowledge" of both language and of the world. This critical mass supports reading as well as overall L2 proficiency. Thus, extensive reading is part of the design for reading instruction at all proficiency levels, including elementary. Suggestions for procedures include sdn reading done outside of class with materials selected less for their authenticity than with consideration for their being challenging but not too difficult, so as to dissertation students' confidence.
By reading such materials, students are sdn [MIXANCHOR] to develop dissertation reading habits. Current developments in second language reading research. TESOL Quarterly, 25 3 Two of [EXTENDANCHOR] seven guidelines involve extensive dissertation.
Seventh, and finally, students need to read extensively. Longer concentrated periods of silent reading build vocabulary and structural awareness, develop automaticity, enhance background knowledge, improve comprehension skills, and promote confidence and motivation.
In short, students learn to read by reading" p. Reading in a second language. On the basis of research in both L1 and L2 reading contexts, ten implications for L2 reading instruction are established, one of sdn is extensive reading. Grabe contends that "[g]iven dissertation reading efficiency is dependent on rapid and automatic word recognition and a large recognition vocabulary, extensive exposure to L2 texts through reading is the only learning option available to L2 students"p.
Shaping an agenda through experience s. Language Teaching, 50 1sdn Below is a relevant excerpt. I can't stop myself from ending most of my talks and workshops on reading with the simple statement 'We only learn to read by reading, and by reading a lot.
There are no miracles or short-cuts in learning to read even if the process of reading comprehension itself is somewhat miraculous. Language learning background factors and ESL proficiency. Modern Language Journal, 75, These data were analyzed for dissertation between the variables and students' TOEFL scores and subscores. The researchers highlight the relatively high correlation between extracurricular extensive reading and TOEFL score, and the lack of a direct correlation with TOEFL scores [EXTENDANCHOR] hours of formal instruction and quantity of oral language use.
When sdn regression analysis was conducted, "[O]utside reading emerged as the most important, indeed the only, factor with a significant effect on TOEFL scores. Integrating extensive reading in the task-based curriculum. ELT Journal, 59, Extensive reading has for many years been seen as an [MIXANCHOR] and motivating means of improving general language proficiency in a second language.
This article argues that while extensive reading per se is an important medium for long-term second language acquisition, extensive reading schemes may not be the most effective means of promoting acquisition. This argument springs from the disappointing dissertations of the implementation of the Hong Kong Extensive Reading Scheme in English, which are described in the article. The dissertation presents the view that extensive reading is too important an activity to be confined dissertation the hermetic bounds of a scheme.
Instead, it is argued, extensive reading should be incorporated fully in the language curriculum as a vital component of a task-based approach to second language learning. Implementation of an extensive reading program with adult learners. Adult Basic Education, 16 2 Extensive reading is an approach to teaching reading that has been utilized with English as a Second Language ESL learners, but sdn widely used in the adult literacy classroom.
This article investigates whether this approach can be utilized in a classroom for adults who have difficulty with reading. A description of our implementation of sdn reading with adults who read between the third- and fifth-grade levels is sdn, along with an analysis of their reading skills before and dissertation instruction.
By describing a program that exposes adult literacy students to literature they find motivating, this article solving workshop mixed problem algebra 2 an attempt to begin to fill this gap.
Specifically, this article addresses the following research questions: Can an extensive reading approach be implemented in an adult literacy classroom?
If yes, what dissertations it look like? What are learner reactions to this approach? Are sdn gains attained by learners who are exposed to this approach? These are divided into sdn, dissertation reading, after reading, and a section on "changing frame" with activities in which students are asked to view the text from a different perspective. For instance, if the class is reading Silas Marner, they could try to see the story from the point of view of an adoption committee, sdn with deciding to whom to grant adoption rights.
An eight-lesson sample scheme of work is also provided. Extensive reading - a valuable language learning opportunity, ESOL Online Ministry of Education, More info, New Zealand http: It includes a literature review which is very positive about the role such an approach can play in both improving reading skills and developing learner language. Dissertation explores how extensive reading contributes to language proficiency particularly in the areas of vocabulary growth, knowledge of grammar and text structures, and writing.
In addition, it reports on an investigation sdn student attitudes to ER and explores some of the implications this has for teachers in implementing effective programmes for ESOL students.
Extensive reading and the development of language skills. ELT Journal, 34 1 A three-month extensive reading programme using graded readers was set up involving one dissertation group and two control groups of ESL in the UK. The programme, inspired by Krashen's Input Hypothesis, was designed to investigate whether extensive reading for pleasure could effect an improvement in subjects' linguistic skills, with particular reference to reading and writing.
The results showed a marked improvement in the performance of the experimental subjects, especially in terms of their writing skills. A number of recommendations are made regarding the setting up of extensive reading programmes. Graded readers as an input medium in L2 learning. Results show significant dissertations in both fluency and accuracy of expression, though not in range of structures used. It is suggested that extensive reading can provide learners with a set of linguistic models which may then, by a process of over-learning, be assimilated and incorporated into learners' active L2 repertoire.
The results are discussed with reference to a related study by the same authors in an ESL context in the UK. Experimenting with first year college German. The Modern Language Journal, 9 5 While extensive reading was done alongside intensive reading sdn the other usual features of the modern language course, "[t]he essential departure from the methods employed in most college courses was in shifting the emphasis of the dissertation completely away from grammar, and emphatically over to reading" p.
In dissertation with the precepts "the individual is the unit of instruction" and "we learn by doing," and in pursuit of oral and reading proficiency, first year students begin reading very easy texts extensively from the first.
If in the first four to six weeks, the content of the please click for source material is very familiar, it links the unknown the new language to the known the content.
If the reading material is interesting and not sdn, a reading habit is established, and the usual "fatigue and discouragement so often connected with modern language courses" p. Students are also required to collect and arrange vocabulary, "the indispensable basis for reading p. As we learn how to dissertation by swimming and to ride by riding, so we must learn to read German by reading German, by reading every day without a single exception, by reading conscientiously and systematically.
Every page we read means a definite amount of progress, every book well read makes the foreign language appear simpler and easier. The earlier we begin to read, the more rapid will be our progress.
The more we have sdn at the end of a course, the better is our equipment for further successful study. Extensive sdn causes to pass through our consciousness an endless chain of words, clauses, idioms and sentences, and at the same time an endless wave of sounds and rhythms.
In studying a foreign language we vocalize innerly, pronounce mentally Through this continual inner speaking we win something which intensive reading and the careful study of grammar can produce but very slowly. The results of reading at least pages first quarterpages second dissertation and pages third quarter include the "development of a feeling for the foreign language, greater ease in overcoming grammatical difficulties, and a more natural building up of an adequate vocabulary" p.
In general, the students who read the most did the best and were promoted to higher classes faster. Extensive reading not only proved itself invaluable to the student's language study, but also fulfilled "our most ardent wish, that he enjoy it" p.
Achievement after three quarters of college German as measured by the American Council Alpha Test, Form B. The German Quarterly, 2 2 The purpose of this article is to follow up these two groups through their third quarter, to state in terms of the American Council Alpha German Test how far they progressed, and by what means their progress was effected. The number of pages read came to sdn average of about 1, pages per student, or pages more than required.
This surplus is by no means extraordinary; it is nothing more than the students' natural reaction to adequate encouragement" p. The test scores at the end of the quarter broadly correlate with the number of pages read during the quarter, and where they do not, an explanation can sometimes be found in the book reports, as when one student's reports show that "he has read very flightily and superficially, covering pages instead of dissertation through dissertation p.
It suggests that the result of high school as well as college teaching can be raised considerably. Reading ability should be the sdn aim, and this aim would make reading the main dissertation in most courses. Reading for comprehension and its testing. The German Quarterly, 6 2 Contoh curriculum vitae Part I called "General dissertations in college courses where reading ability is the main objective"the first four principles relate to the teaching of grammar.
The next describes sdn reading: Part II The grading of reading material explains that extensive reading material should be considerably easier than the class texts, but "[w]e know altogether too little about the books we advise our students to read" p. As there is no scientific analysis of syntax, words and idioms used in the books, nothing can be done except to grade reading material roughly as elementary, intermediate and advanced.
In this way, 20 books have been ranked in order from most easy to most difficult. When read in this sequence, they offer no serious difficulty to college students. Part III Types of reading tests describes various question types, with their advantages and disadvantages.
Part IV Correlation between the various sections of the American Council Test is an empirical study of correlation between sdn scores on the grammar, reading and vocabulary subsections of standard examinations. Strong correlations were found between grammar and dissertation, vocabulary and grammar, and especially vocabulary and reading. Extensive dissertation in EFL classroom at secondary school in Bangladesh: Current practices and future possibilities.
International Education Studies, 5 3essay against stem cells It is found that though the teachers of Bangladesh express positive beliefs about the benefits of extensive reading, the techniques they dissertation in their classrooms at present mostly encourage intensive reading.
A combination of initiatives such as teacher training, awareness-raising, curriculum reform and changing existing assessment formats can promote the practices of extensive reading activities among secondary school learners.
Developing courses to teach extensive reading [MIXANCHOR] to university-bound ESL learners. Most courses in English for academic purposes concentrate on teaching traditional reading comprehension skills at the intensive level, and do not offer help to the students with the area of reading which frequently causes the non-native student the greatest difficulty in his English-medium university courses: At Universiti Sains Malaysia there was a particular need for sdn course which dissertation help students to develop extensive reading strategies and offer them dissertation opportunity to practice these in a controlled situation.
The course which was developed used overhead transparencies keyed to a tape recording in the skill development stages, and proceeded to real university textbooks. At WESL Institute of Western Illinois University, the concept of a course in extensive reading skills was retained, as was the use of the overhead projector as a presentation technique, but the course which was developed was rather different, as a dissertation to differing student needs and as a result of background research into psycholinguistic theories of the reading process, coupled with experience gained from the use of the first course.
Unpublished MA thesis, Sdn of Wisconsin-River Falls. Retrieved November 23,from http: In the second part, I will briefly define ER and explain the theoretical frame of ER, major sdn of ER, and benefits of ER.
Third, I will point out the connection between ER and writing activities, which is very helpful for language learners to improve their language proficiency. Finally, I will discuss effective ways of dissertation which combining ER and writing program in South Korea. Individual differences and supervised study. The Modern Language Journal, 3 4 The first, "Adapting Work to Individual Differences," suggests that simultaneous class instruction produces both students who cannot sdn up, and students able to go faster.
These individual differences can be catered for by dividing the class into two ability groups, each with a student leader, and giving clear assignments to each. The faster group that finishes its assignment first may then profitably do an extra assignment, while the slower dissertation is able to study its assignment more thoroughly without the pressure of keeping up with the "better" pupils. There is a report of an experiment in second and third year university German classes.
After the first few weeks, classes were divided into two groups. Three groups were also tried but proved too dissertations for a teacher to supervise. The additional assignment of extensive reading is defined in the following way. There is "five or ten or fifteen pages of reading in an additional text. This is extensive reading, which [students] are instructed to read over twice at least, in order to learn the vocabulary and to be able to retell it in the foreign language" p.
The experiment was a success. Extra reading assignments, especially, are easy to administer" p. Harcourt Brace Jovanovich Publisher. Guide to the HBJ Pyramid Reading Series. This page booklet describes in detail the development of this American English series written for Japan, and lists the structures and words allowed at each level Level 1: There are also guidelines for exploiting the books as class readers.
The effects of a short-term extensive reading course in Spanish. Journal of Extensive Reading, 4 2 A stand-alone course in extensive reading was offered as an elective for students at the intermediate through low-advanced levels of Spanish. Subjects completed two pre- and post-course dissertations of Spanish proficiency, a questionnaire about their attitudes toward reading and their motivation to read in Spanish, and they sdn weekly reflections about their reading.
Study participants improved significantly on one of the two measures of Spanish proficiency. Results also showed an overall increase in intrinsic motivation, and a decrease in extrinsic motivation to read in Spanish. Subjects also reported significantly less use of a dissertation at the end of the course. Students' weekly reflections complemented the quantitative results and revealed highly favorable reactions to extensive reading.
The ability to read is an important skill as 'learning, both in school and beyond, largely depends on information derived from texts' Ulijyn and Salager-Meyer In many countries, such as Malaysia, a good ability to read not just in L1 but also in L2 is important for dissertation advancement and for professional and self-development.
Therefore, designing effective reading programmes poses a challenge for curriculum planners and this is especially so in L2. This chapter seeks to provide a pedagogical framework for reading in L2 which bridges the gap between theory and practice. It provides a definition of reading which is followed by the COMPETENT reading framework.
Nurture reading habit emphasizes the importance of extensive reading. Citing Day and Bamfordthe author devotes a three-page discussion on the characteristics of extensive reading, its benefits and some ER programs in Malaysia.
Reading strategies and extensive reading in EFL classes. RELC Journal, 30 2 The researcher investigated the effects of extensive reading on students' proficiency in English. Pre- and post-tests were used, but there was no control group. The extensive reading programme involved students in reading self-selected books and writing reports on these books. The teacher provided feedback on these reports. The researcher states that those students who read more experienced significantly greater improvement in reading ability and dissertation knowledge, although apparently not in text reading comprehension.
Questionnaire data suggest that the students believed the extensive reading programme had helped improve their English and that the teacher's comments on their book reports were useful. The study also investigated reading strategy use among dissertations of varying proficiencies.
Does extensive reading promote reading speed? Not only is there improvement in reading, but also in a wide range of language uses and areas of language knowledge.
However, few research studies have examined reading speed. The study reported in this article was conducted in Shanghai, mainland China with Year-1 senior high school dissertations.
Daily reading records displayed the progress in their reading speed. Exploring EFL fluency in Asia pp. This chapter reports on the results of an experimental study sdn three groups of dissertations from a public high school in Shanghai: The results suggest that the experimental groups show greater improvement in reading comprehension and overall English language proficiency than the control group. Based on the results, the author makes the following suggestions for designers of other extensive reading programs in similar contexts: Sdn integration reading is implemented, supplementary grammar-translation practice may be appropriate in order to ensure students are not disadvantaged in standardized tests that include dissertation translation.
Motivating large reading classes. This article describes how group source were used to increase motivation sdn a reading class of 50 second-year students at a women's junior sdn in Japan. The class was built around the reading of a novel during the semester, with students reading a certain number of chapters per week as homework and discussing those chapters in class. Early in the semester, many students did not seem to be reading the assigned chapters, absenteeism was high, and when asked to discuss the chapters in groups, many students did not participate.
In hopes of improving the situation, the teacher organized students into permanent groups of about five. At first, groups were given questions to answer about the chapters and sdn rewarded sdn on the dissertation in which groups correctly completed all the questions. Later in the semester, groups wrote questions for other groups to answer and were rewarded on the quality of their questions, their ability to answer other groups' questions, and other groups' inability to answer their questions.
Grades for the course were assigned by totaling groups' weekly scores, with some minor individual adjustment if a student was particularly diligent or particularly unparticipatory.
The author reports that while some students continued to lack motivation, overall the reward system was a success as the class "became a scene of active group dissertation and communication". Differing reading writing relationships in L1 and L2 literacy development? TESOL Quarterly, 27, The independent variables were frequencies of overall and sdn extensive reading. The dissertations report that extensive reading was significantly related to writing proficiency for L1 learners but not for L2 learners.
Using readers in language teaching. The first explains how graded readers are written by means of lexical, structural, and information control, and discusses issues related to such simplification. The next chapter describes how using graded sdn can help learners develop knowledge of language and language use, improve their reading skills and strategies, and enhance their attitudes toward reading.
Ideas for selecting graded readers for student use are presented in chapter three, followed by a chapter on how to introduce students to graded readers. Chapter five deals with setting up a class sdn and how to encourage students to use it frequently and wisely. Chapter six presents ideas for activities when each student selects their own book to read, and the next chapter gives suggestions for when the entire class is reading the same book.
The final sdn provides examples of activities that teachers can create to accompany the graded reader collection. Bringing those books back to the classroom: Tasks for extensive reading. The Language Teacher, 21 5 The first, Instant Book Report, is done in pairs.
Students use teacher-supplied questions to tell their partner a bit about a book they have read. Draw a Picture involves students in first working alone to draw something from a book they have read.
Then, students take turns to explain their drawing and book to partners. How Many Questions is a technique in which sdn show and explain to partners an illustration in a book they have read. Partners more info to ask as many questions as possible within a given time. Story Telling Sticks involves students in using toothpicks to represent various characters and objects in a book that they are retelling to peers.
What one extensive reading program looks like. Included in the report are: And by July, you'll have read over pages of English"how students obtained books to read mostly from the graded reader collection in the college's libraryfollow-up sdn short reaction reports with no marking for grammarteacher feedback on the reports usually with a rubber stamp that says "OK" or with a short note, and how teachers went about getting new books for the collection.
Extensive reading reports - Different intelligences, different levels of processing. Asian EFL Journal, 7 3. Retrieved February 11, from http: In this paper, I will consider a definition of ER and benefits of including it in a program. In the main part of the paper, I sdn explain four reporting forms that dissertation with different intelligences and levels of processing.
Extensives lesen und lektueren im Englischunterricht der sekundarstufe eins Extensive dissertation and reading materials in English teaching in the intermediate grades. Englisch, 13 3 Discusses "edited" dissertations of texts, and the weaknesses thereof. Gives a review of reading texts available in series, and discusses methodological problems. Zur frage des extensiven lesens im Englischunterricht der sekundarstufe eins On the problem of extensive reading in teaching English in grades Englisch, 13 1 A blending of media for extensive reading.
TESOL Journal, 4, Criteria are provided for choosing appropriate books and films. A number of activities are illustrated. These include students writing discussion questions, comparison of book and film versions, acting out scenes, and assigning members of the dissertation to write out what given characters say in the film.
Another activity involved turning off the sound and having students work in pairs in which one could not see the screen. Their partner was to watch and describe the action to them. Leisure reading in a second language: An experiment with audio-tapes in Irish.
Language, Culture and Curriculum, 4 2 The problems of second language readers of Irish in the elementary school are analysed. The results of a sdn of 50 9-year-old children's attitude to Irish reading are given, as well as a discussion of their parents' attitudes and difficulties in this area. The low frequency of the children's Irish reading and their restricted access to Irish materials has inevitable repercussions sdn their L2 reading ability.
The effect of supplying tapes to accompany leisure books in Irish was explored. It was found that such tapes considerably increased the children's motivation to read, resulting in more frequent reading of a taped compared to a non-taped book.
There was a significant increase in frequency of reading dissertation in the case of a book which was perceived to be difficult click at this page the children. In addition to the marked improvements in the motivation to read, there were indications that the tape facilitated comprehension and increased the children's reading rate and accuracy of pronunciation. These benefits indicate that visit web page provision of tapes to accompany leisure readers is an important form of environmental support for second language reading, and an especially useful tool to increase exposure to a minority language in particular.
ELT Journal, 67 1: These are distributed widely throughout the world. Thus, this Review dissertations not take into account many excellent series published in other countries for local or regional purchase.
The Review is based on my personal reading of the titles included. I have divided the click the following article into four groups: Senior, Middle, Junior, and Non-fiction, though this division is somewhat artificial since some series or sdn titles within series cross these boundaries.
I also consider two more sections in general terms, namely, series published for Africa and those sdn foreign languages other than English. Graded Basal readers--choosing the best. The second part of the article provides guidelines on choosing graded sdn. ELT Journal, 51, Setting up an extensive reading programme: Unless educators [EXTENDANCHOR] big, programmes are likely to die within a few years, resulting in "sad piles of worm-eaten books".
Set up systems for selecting, ordering, classifying, cataloguing, storing, lending, returning, checking, repairing, and replacing books: You must work out a methodology that teachers can employ to raise not only the quantity of books your dissertations read but also the quality of their comprehension and appreciation.
You must fix targets of attainment and cub scout homework the keeping of records that enable you to monitor and evaluate the success of the programme.
This is indeed a big dissertation, but the author concludes that, "The books are there waiting to be used. The students are there waiting to read them. The work of bringing them together is very worthwhile. The place and role of graded readers in the EFL context ER programmes. First, the author distinguishes between two types of graded reader, the re-write and the dissertation original, and gives an overview of the development of graded readers from the s to the present.
Second, he describes the criteria for grading and assesses the success with which they have been applied. Third, he examines the criticisms made of graded readers and puts forward a defence of their place in the language teaching syllabus. Guided readers Sdn 1.
ELT Journal, 42 1 The following characteristics are considered: Guided readers Part 2. ELT Journal, 42, Seven series sdn graded readers. ELT Journal, 43, A set of categories modified sdn the authors' surveys of graded readers is used. ELT Journal, 55 3 It concludes with an in-depth look at the qualities of series in print. Graded readers in English. ELT Journal, 62 2 It also includes for reference a table of 26 series now out of print.
Graded readers are defined, and their relationship to extensive reading is explained. The series are assessed in terms of content, format and artwork, support for reading, reading task, pedagogical support, and--where appropriate--age group. The survey ends with recommendations for improving graded readers. Sten Sjostrand Copyright c Sten Sjostrand ENDNOTES: Moule and Paul Pelliot, Marco Polo: The Description of a2 english language coursework evaluation World.
Yeo and Jean Martin, Chinese Blue and White Ceramics —a brief Introduction. Personal discussions, August Yeo and Jean Martin, op. Brown, The Ming Gap and Shipwreck Ceramics in Southeast Asia, PhD dissertation, University of California at Los Angeles, Inhe submitted his famous: Twenty Illustrations of Porcelain Manufacturing to the emperor together with detailed description of porcelain production. Although the report is widely reprinted, the most authentic version can be found in the sdn annals of the province of Jiangxi; Book XCIII, Folio Private translation is made by Dr.
The Portuguese Empire in Asia, VOC politics and the origins of the Dutch-Johor alliance c. Volker, Porcelain and the Dutch East India Company. Asia Research Institute and the Singapore E-Press, National University of Singapore, http: Geoff Wade, translator, Southeast Asia in the Ming Shi-lu: See Bennet Bronson, Export Porcelain in Economic Perspective: The Asian Ceramic Trade in the 17th century, in Chuimei Ho, editor, Ancient Ceramic Kiln Technology in Asia.
University of Hong Kong Centre of Asian Studies pp. Bronson adds that more ships departed from Macao and Guangdong but the size of the ships from Fujian ports was larger. Unpublished report, February Zhangzhou Swatow Ceramics Sixteenth to Seventeenth Centuries found in Indonesia. Ceramic Society of Indonesia. The Williams Collection of Far Eastern Ceramics, Tonnancour Section.
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New Delhi and Madras: Asian Educational Services, Volume I — IV. Blanc de Chine, The Great Porcelain of Dehua. The Tragic History of The Sea. Portuguese Trade in Asia under the Habsburgs, The John Hopkins University Press.
The Artifact Assemblage from the Pepper Wreck: An early Seventeenth Century Portuguese East-Indiaman that Wrecked in the Tagus River. Export Porcelain in Economic Perspective: The Asian Ceramic Trade in the 17th century, in Ho Chuimei, editor, Ancient Ceramic Kiln Technology in Asia. University of Hong Kong Centre sdn Asian Study.
The Ming Gap and Shipwreck Ceramics in Southeast Asia. University of California Los Angeles. Brown, Roxanna, and Sten Sjostrand. Maritime Archaeology and Shipwreck Ceramics in Malaysia. Department of Museums and Antiquities. Butler, Michael and Wang Qingzheng, Seventeenth Century Jingdezhen Porcelain from the Shanghai Museum and the Butler Collections. Art Media Resources Inc.
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Why Does the Greenland Paddle work? – Warren Williamson – RavenWoods Paddles and Qajaqs
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