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This book presents a wide-ranging examination of extensive reading and its
great role in increasing literacy and language development as well as
fostering a positive attitude towards reading. The authors are first
concerned with theoretical issues pertaining to reading English as a
foreign or second language, showing how a theoretical model can be
instrumental in helping teachers to encourage their students to learn to
read. Then, the authors discuss the place and role of literature in
language instruction at different levels, ranging from primary to
university, where the term literature denotes both texts written for native
speakers and graded texts designed for language learners. Suggestions are
provided for integrating extensive reading into the curriculum,
establishing a library, and selecting reading materials. The authors also
present numerous benefits which can accrue from extensive reading, namely:
improvements in learners’ general language proficiency, reading fluency,
vocabulary acquisition, affective changes as well as developing
communicative and (inter)cultural competences – a priority of the
present-day EFL/ESL classroom. Finally, the text provides practical
teaching tips, including extensive reading programme guidelines, lesson
plans and activities. This innovative book will undoubtedly be a worthwhile
reference source for teachers, teacher educators, and teacher trainees for
years to come.
Contents
Table of contents
List of contributors
Preface
Section One
Developing reading skills in a foreign/second language
Diana Pulido
Developing reading skills in a foreign/second language
John Paul Loucky
Enhancing skills essential for effective reading
Section Two
Promoting Literacy Through Extensive Reading
Rob Waring
The inescapable case for extensive reading
David R. Hill
The place and role of graded readers in the EFL context (ER programmes)
Ronald P. Leow
Simplified written input and its effects on L2 comprehension: What the
research reveals
Lucyna Aleksandrowicz-Pedich
What to read in extensive reading programmes: Teachers’ choices and
recommendations in view of the concept of the literary canon
Andrzej Cirocki
The place and role of literary texts in language education: A historical
overview
For the complete list of contributions, please see http://www.lincom.eu
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