Teaching English as a Foreign Language, Second Edition
Teaching extensive reading
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Teaching extensive reading
Turning now to techniques for encouraging extensive reading it will be found that this territory has already been partly covered, in that setting assignments for skimming, or finding one fact in a substantial body of text, involve one kind of extensive reading at least. The practice of extensive reading needs little justification. It is clearly the easiest way of bringing the foreign learner into sustained contact with a substantial body of English. If he reads, and what he reads is of some interest to him, then the language of what he has read rings in his head, the patterns of collocation and idiom are established almost painlessly with a range and intensity which is impossible in terms of oral classroom treatment of the language, where the constraints of lock-step teaching and multiple repetitions, however necessary they may be, impose severe restrictions on the sheer volume of the amount of language with which pupils come into contact. Given properly graded readers whose language and subject matter suit the capabilities of the pupils using them, there is no reason why extensive reading should not form a part of regular EFL teaching from the most elementary stages. Every well-devised reading scheme for native speaker uses this principle. Graded readers do exist, the grading is almost entirely in terms of vocabulary control, and every major publisher in the field has them listed in the catalogue, but the grading and classification is very far from uniform. Even those readers written within a vocabulary of 1,000 words may be written within a different 1,000 words for each publisher. Most publishing houses seem to have private lists specifying the vocabulary and the house style for their graded readers. It is therefore wise to treat publishers’ claims with caution. There is a substantial literature on this topic; the main points are well discussed in Teaching English as a Second Language by J.A.Bright and G.P.McGregor. Ultimately the only way that a particular simplified reader can be shown to be suitable for a particular pupil or group of pupils is by trying it out. In some countries information on which books have proved successful with pupils has been collected but it appears to be available only in mimeographed Reading 111 form from local teachers’ associations or educational authorities, and it often requires persistence to get hold of it—though clearly it is well worth doing so. There appear to be basically three ways that extensive reading may be encouraged, first by having class sets of titles, second by operating a class library system, and third by using the school library. Having class sets has the advantage that the teacher can control the rate of progress of all pupils, it is convenient where the class is taught together; particular linguistic or content difficulties can be tackled with the whole class at once; themes, textual structure, character development and so on can be explored in class discussion; technical or historical background information can be supplied to the whole class as necessary. This is perhaps the best treatment for a book which is likely to present difficulty for the class so that it would not be easy and straightforward for them to read the book entirely on their own. It is probably best to set the reading to be done out of class in terms of specific assignments of certain nominated chapters or sections. Such assignments do not need to be directly sequential through the book, they may be discontinuous. For example in reading the Arabian Nights if the pupils were to pick out only the story of Scheherazade it might be proper to assign only those sections of the book which dealt with her and omit the sections in which the stories she tells are to be found. In this way the basic framework of the book could be made clear. It is valuable too to set specific questions to which answers must be found; four or five are enough. (What story did Scheherazade begin on the second night? Had she really finished the first one?) It is possible by these means to reduce the amount of class time that needs to be given to checking whether the reading has actually been done and in discussing difficulties that may arise, since these usually are quite closely defined by virtue of the work pupils have done, but it is also of course possible to spend a great deal of time on the discussion. In general this should be discouraged and attention focused on the reading and on deriving meaning over the long term. A class library system has the advantage that with limited funds available for the purchase of books it is possible to have four copies of ten different titles—and hence the Reading 112 possibility of exposing the pupils to a greater range of language—instead of forty copies of one title. The books are distributed among the pupils, who read them more or less at their own rate. The teacher can exercise as much or little control over this reading, as he wishes. He can set deadlines or not, he can devise assignments on the same sort of lines as those for class sets suggested above—but unless these are made with MCQs to check on the reading they become burdensome and complicated to keep track of. More usually pupils may be required to keep a record of the books they have read by making an annotated bibliographical entry— ideally on a 10X15 cm index card—showing in the usual way the author, title, number of pages, publisher and date of publication, then might follow the date of beginning to read the book and the date of completing it; a star grading, one to five stars showing how much the pupil enjoyed and valued the book (a symbol for books which pupils find totally repellent is also useful, say Ø) and the pupil’s own summary of what he thought the book was about. Index cards like this as they accumulate give the pupils a real sense of achievement and provide a ready means of refreshing the memory. Cards also have the advantage that they are easy to sort and keep in alphabetical order. The same information can equally well be recorded in an ordinary exercise book of course but this somehow seems to lack the effectiveness of index cards. Many teachers find that keeping a class reading chart for the extensive reading done is useful. This shows pupils’ names on the vertical axis of a grid and the titles of the books available in the class library on the horizontal axis. As each pupil takes out a book the date is entered on the intersection of his name and the title, when he returns it that date is entered too. Thus it is easy to see at a glance who is reading many titles quickly, and who is reading few slowly and appropriate encouragement can be offered in each quarter. The demands on class time of this class library system may be a little higher than when using class sets but the sheer volume of reading done is likely to be much higher. The pupils’ index cards provide a cross check on this record and allow some of the recording to be done out of class time. Books chosen for use in class libraries like this should on the whole be easy for the pupils to read, preferably with high Reading 113 intrinsic interest and the least possible linguistic difficulty— one rough guide is that fewer than one word in every one hundred should be unfamiliar enough to require glossing or the use of a dictionary; that level is the extreme upper limit, ideally the pupil should not need to look up any words at all in the dictionary and provided context and in-text definition is used this is quite feasible. Obviously for both class sets and class libraries of this kind graded or simplified readers are likely to be required. It must be understood that the kind of extensive reading work being discussed here really has very little to do with the study of ‘literature’. It appears to be a very common misapprehension that reading a simplified version of Robinson Crusoe or Oliver Twist has something to do with the study of Defoe or Dickens as literary artists— the fundamental changes in language and even in the organisation of material which simplification may involve clearly mean that this is just not so. The fact that ‘Robinson Crusoe’ and ‘Oliver Twist’ are famous names may contribute to the motivation of the reader, but literary study of ‘great writers’ is clearly something which requires substantially greater experience of all that is written in English than can be expected of most pupils, who need the kind of extended exposure to the written medium in English that graded readers are intended to provide. Class libraries of the kind suggested here do require some small amount of storage space. Where this cannot be provided in a classroom it is not difficult to fit all the books needed into a small suitcase which may be no more inconvenient to carry about than the average briefcase. Using a school library for extensive reading has the advantage that no storage space is required for books in the classroom and the range of books available to the pupils can be considerably widened, but it does depend on the school library being well organised, with a good stock of books in English—including graded and simplified readers such as those mentioned above—it needs to be available and open when the class teacher wants to use it, and it needs to have a librarian who is prepared to co-operate with the teacher in promoting the extensive reading programme. In using the school library—even the best organised—the control and checking of what is read always seems to become more Reading 114 difficult. If borrowing from the library is done in out-of-class time then class time needs to be used to get the reading record up to date unless the librarian is very co-operative indeed. If borrowing from the library is done in class time then the amount of time taken up always seems to be much more than is ever anticipated and it always seems easy for those who most need encouragement and direction to evade it. The school library is probably most useful for that type of extensive reading which relates to study skills, and where skimming and fact finding assignments are set the resources of even a modest library are likely to be far greater than can be conveniently carried into a classroom. Download 0.82 Mb. Do'stlaringiz bilan baham: |
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