Extensive Reading In Practice JALT2003, Shizuoka,

Saturday, Nov. 22nd, 1:00 pm to 2:50pm, Wind Hall This workshop features 11 simultaneous poster presentations.

Extensive Reading Classroom Activities

Julian Bamford, Bunkyo University

These classroom activities motivate extensive reading and weave it into the foreign language curriculum.

<bamford@shonan.bunkyo.ac.jp>

Download handout (MS Word .doc file, 25kb)


Extensive Reading with Low-Level, Low-Motivation Learners

Kathleen Brown, Kurume University

I explore ways to involve students with limited vocabulary and little or no motivation to read, including orientation, activities that support reading, and alternative assessment methods.

<kabcontact@hotmail.com>


Extensive Reading in Japanese

Richard R. Day & Claire Ikumi Hitosugi, University of Hawaii

This overview explains how we integrated extensive reading into a Japanese course at the university, and introduces the reading materials used, and how much the students read.

<rday@hawaii.edu>, <hitosugi@hawaii.edu>

Download PowerPoint presentation (116kb)


Japanese Teachers of English–Say Goodbye to Yakudoku in Your Kodoku Classes

Midori T. Iwano, Nanzan Junior College

I invite JTEs to informally discuss improving reading classes, and being change agents at their schools.

<mrsiwano@aol.com>

Download handout (MS Word .doc file, 28kb)


Vocabulary-Building Materials for Low-Level Learners

Clive Lovelock, Tezukayama Gakuin University

I demonstrate how to use children’s stories for vocabulary building to prepare low-level students for extensive reading.

<lovelock@lit.tezuka-gu.ac.jp>

Similar to his JALT 2002 presentation


The Effects of Extensive Reading and Listening on Vocabulary Acquisition

Beniko Mason, International Buddhist University

I report (a) how students reading 1000 pages of graded readers per semester learned nine words per week, and (b) how students listening to stories for 15 minutes learned 20 words per story. The former indicates that they would learn 450 words per year, and the latter that they would learn 1000 words from listening to 50 stories in one year.

<benikomason@hotmail.com>

Download handout (MS Word .doc file, 92kb)


IRC: An Interactive Web-based Reading Community

Mizuno Kunitaro, Keio University, SFC & Sophia University

I explain how my college students use an Internet site

(< a href=http://www.sfc.keio.ac.jp/iwc/index.html>http://www.sfc.keio.ac.jp/iwc/index.html) to share reactions to books and be stimulated and supported by classmates. I also introduce a Reading Marathon that encourages students to read.

<CYL01642@nifty.ne.jp>

Download handout (MS Word .doc file, 40kb)

Download Reading Evaluations (Excel .xls document, 22kb)


Extensive Reading for Professionals

David Moran, Tokyo University of Science/ ABAX Ltd.

Extensive reading is not just for general language study. It is necessary in business and academic study, and for all English for Specific Purposes students.

<david@abax.co.jp>


Building an English Reading Community

Richard Morrison & Mathew White, College of World Englishes, Chukyo University

We explain how we won the support and enthusiasm of students and faculty members for an extensive reading program.

<morrison@lets.chukyo-u.ac.jp>, <matspaldingwhite@hotmail.com>

Download handout (MS Word .doc file, 11kb)


Motivating and Demotivating Factors in Extensive Reading

Atsuko Takase, Baika High School & Kansai University

I present the results of an investigation into the motivation of high school students to read extensively in English.

<atsukot@jttk.zaq.ne.jp>

Download handout (MS Word .doc file, 96kb)


The Relationship between Extensive Reading and Extensive Listening

Rob Waring, Notre Dame Seishin University

This session discusses similarities and differences between these two mediums from teaching and research perspectives, and offers ideas for implementing extensive listening (materials, how much listening to do, how to enhance learning, assessment).

Download handout (MS Word .doc file, 40kb)



 

 

Extensive Reading-related presentations at JALT2003
The Reader Dependence Hypothesis, Richard Day, University of Hawaii.

This hypothesis (How you end up as a reader depends on how you start, and developing into a joyful or fluent, skilled reader cannot be achieved from some beginnings) attempts to account for certain phenomena in L2 reading, including the all-to-common situation of learners never reading in the L2 after leaving the classroom.

Extensive Reading and Speaking, Gerald Williams, Kansai University of International Studies.

Extensive reading has been shown to increase student motivation. I introduce a university extensive reading program designed to enhance learners’ oral, written and listening skills in addition to their reading, with discussion of starting and maintaining a program, assessment, the role of the teacher and student, and teacher feedback.

Insider’s Views on Selecting Graded Readers, Rick Romanko, Tokyo University of Agriculture and Technology.

In this study, university students kept a diary about factors and strategies used when choosing graded readers in an extensive reading program. Students’ expectations and schematic knowledge developed as they read their books, and this influenced their next selection. I also discuss the advantages and disadvantages of using diaries to support and complement extensive reading.

Going for Depth: Combining Extensive Reading and Intensive Vocabulary Study, Rory Rosszell, Sophia University.

This research project investigated ways of maximizing the benefits learners derive from extensive reading. Integrated intensive vocabulary study was the independent variable of focus. Quantative and qualitative data is presented, and suggestions for helping learners develop their productive vocabulary are discussed.

Graded Readers for Extensive Reading AND Listening, Rob Waring (Sponsored by Oxford University Press).

Graded readers are a cheap and effective way to increase student contact hours with English. I give an overview of teaching strategies and approaches for using readers with very young learners, teenagers and young adults, show before-, while-and post reading activities, and consider how graded readers can be used to improve listening ability.

With Graded Readers: Imagination and Creativity, Yumiko Shirai, Kansai University of International Studies.

[abstract in Japanese]

 

 

 

 

 

 

 

 

 

 

 

            Want to present at a future extensive reading workshop? Email one of this year’s presenters.