II. EXTENSIVE READING: A BRIEF BACKGROUND
Title of the article: Extensive Reading through the
internet :Isit worth the while?
Author :
Juan Pino Silva from Universidad Simón Bolívar
Types of Journal :
International Journal of English studies vol. 9 (2), 2009, pp. 81-96
In this section, the author explained
about the definition of extensive reading based on a lot of experts such as Hafiz and Tudor(1989), Grabe and Stoller (2002),
Krashen’s (1982),
Day and Bamford (1988), etc. One of them is, based on Hafiz and Tudor (1989), Extensive reading is “the reading
of large amounts of material in the second language over time for personal pleasure or interest,
and without the addition of productive
tasks or follow up language work” (p.4).
The latter definition
appears to implicitly
recognize
Krashen’s
(1982) Input
Hypothesist that means students are
to read materials that
are
a little beyond their current reading skills levels. It means that extensive reading involves learners reading
texts for enjoyment and to develop general reading skills. Most ER procedures also capture
the essence of “students learn to read by reading”
slogan (Smith, 1983). It can be compared with intensive
reading, which means reading in detail with specific learning aims and tasks including
phrases, vocabulary exercises, and grammar and text analysis,
etc.
In short,I conclude
that Extensive reading is reading as much as
possible for your own pleasure. When learners read extensively, they read very
easy, enjoyable books to build their reading speed and fluency. Another way to
say this is students learn
to read by actually reading rather than examining texts by studying the vocabulary,
grammar and phrases. It is instructive to compare Intensive Reading (IR) with
Extensive Reading. However, One objective of Extensive Reading is
reading for pleasure. It builds confidence and motivation which makes the
learner a more effective user of language.
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