3 minute read
Focus on research: extensive reading
by Dr. Peter Watkins
Dr. Peter Watkins is a Principal Lecturer at the University of Portsmouth and author of Teaching and Developing Reading Skills, from our Cambridge Handbooks for Language Teachers series.
As part of our research into language learning, we asked Dr Peter Watkins to write a paper on extensive reading. Here are his key findings. To download the full version, scan the QR code below. Although exactly how ER is implemented can vary, typically texts are much longer, often read outside class, and learners are invited to choose the texts they wish to read. Above all, ER should be a pleasurable experience.
Extensive reading (ER) is unlike the reading that happens most of the time in most ELT classrooms. Instead of using texts that are at the limit of intelligibility for most learners, texts are relatively easy, with few unknown words.
Benefits It is probably not all that surprising that
learners that engage with ER programmes
– that is to say, read large quantities of text
outside
Focus on research: extensive reading
class time – see their reading skills improve, particularly with regard to reading fluency. However, there are other benefits that come from ER that are supported by research evidence. Learners also become better at writing, and particularly spelling. They also gain motivation and confidence and several research studies have shown gains in vocabulary knowledge.
Some studies also show improvements in grammar. On top of all that, learners also learn more about the world and other cultures from their reading. With so many benefits accruing from ER, the obvious question to ask is why doesn’t every learner have access to an ER programme?
Why isn’t everyone doing ER?
There are several reasons why ER is not used more. First of all, ER is quite resource intensive, with texts needing to be available on a range of topics and at a range of levels. A basic principle of ER is that reading should be relatively easy, so that means using graded material for many learners and that can be expensive to provide. Also, in many learning contexts there is a suspicion of learner autonomy – in ER programmes learners choose what they want to read – with ‘proper’ learning being associated with traditional teacher fronted classes. Another reason is that reading development is simply not a goal of some language teaching programmes. However, perhaps the biggest single barrier to ER is the learners themselves. Most advocates of ER suggest that reading will be a pleasurable experience and a reward in itself, but many learners may not see reading as a pleasure in any language, let alone an L2.
Teachers can also set goals for learners, stating how much they are expected to read, or for how long. Teachers can also help learners by being role models for reading – taking time to talk about their own reading habits and the joys and benefits reading brings. In the end, learners will only become good at reading if they read a lot, but ER offers plenty of benefits besides this and so is well worth experimenting with.
Putting it into practice Assuming teachers are convinced of the benefits of ER and are prepared to address the challenges, how can an ER programme be put into practice? The first and most obvious thing is to make sure that there is a variety of reading material available at a variety of levels. This can be fiction, non-fiction and also less traditional classroom reading material, such as comic books and graphic novels. Also, teachers can discuss the benefits of ER with learners, so that even those who don’t see reading as a pleasure, will see that ER brings rewards. This moves away from a reliance on intrinsic motivation and towards extrinsic motivation.
