Extensive reading involves learners reading texts for enjoyment and to develop general

reading skills. It can be compared with intensive reading, which means reading in detail
with specific learning aims and tasks.

Example
A teacher reads a short story with learners, but does not set them any tasks except to
read and listen.

In the classroom
Extensive reading is often overlooked, especially as a classroom activity. Teachers often
feel it is not an effective use of class time or are just uncomfortable with the extended
silence. Learners can be encouraged to read extensively by setting up a class library,
encouraging review writing, and incorporating reading of books into the syllabus, and
dedicating some class time to quiet reading.

Further links:

https://www.teachingenglish.org.uk/article/extensive-reading

https://www.teachingenglish.org.uk/article/extensive-reading-why-it-good-our-students%E2%80%A6-us

https://www.teachingenglish.org.uk/article/using-texts-constructively-what-are-texts

Extensive Reading Foundation

https://erfoundation.org/wordpress/
https://erfoundation.org/wordpress/

PDF]
Guide To Extensive Reading - Extensive Reading Foundation

erfoundation.org/guide/ERF_Guide.pdf

1.
support and promote Extensive Reading (ER). One ERF initiative is the annual
Language Learner Literature. Award for the best new graded readers in English.

What Is Extensive Reading? - joechip.net

joechip.net/extensivereading/what-is-extensive-reading/

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What is extensive reading?
Extensive reading is reading as much as possible, for your own pleasure, at a difficulty level
at which you can read smoothly and quickly without looking up words or translating to
English as you go. In other words, instead of spending a half hour decoding a tiny part of
one book (also known as intensive reading), you read many simpler books that are at or
slightly below the level at which you read fluently. This lets you get used to reading more
complex sentences with ease, reinforces the words you already know and helps you learn
new words from context.

What are the principles of extensive reading?

Start with stories that are well below your fluent reading level, and while reading, follow
these principles:
1. Don’t look up words in the dictionary.
2. Skip over parts you don’t understand.
3. If you aren’t enjoying one book, toss it aside and get another.

(loosely translated from Kunihide Sakai’s tadoku.org)

Finally, keep track of your progress: I estimate the number of words I’ve read. You could
also keep track of page counts or number of books read; a service like 読書メーター
(Reading Meter) will let you do that for free.
Why start at such a basic level?
 It helps you get used to reading quickly; since you should know most of the words
already, you hardly have to think about them.
 The sentences are simpler, so you can understand them immediately, and as you
start reading more complex sentences you’ll have an intuitive sense of how they fit
together.
 It helps you learn to use the information in the text to figure out unknown words,
instead of a dictionary.
 You get a sense of where your fluent reading level is, so as you improve you can tell
when a book is too hard or too easy.
 Words that are part of basic books are basic words themselves, and as you see them
over and over, you learn them quickly; when you progress to more advanced books,
you’ll know those basic words without having to think about them.
 You can finish books in a reasonable amount of time, so you don’t get bored with one
book.
Why not use a dictionary?
Stopping to look up a word, even if it doesn’t take you very long, breaks your concentration,
but if you read many basic books without a dictionary, you gain the ability to figure out
words from context almost instantly and read quickly.

How do you find books at the right level?

First, get familiar with the classification system: once you know what your fluent reading
level is, you can use it to tell almost immediately if a book is at the right level for you. A good
rule of thumb is to read a page and count all of the words you don’t know. If there are more
than three or four, try a simpler book.
Is it boring to read a lot of easy books?
No, not at all! Each book, no matter how simple it is, reinforces something you already know
and teaches you something new. I hope to compile lists of particularly good books for adult
readers, as well.
 Seven Benefits of Extensive Reading for English Language Students ...

kierandonaghy.com/seven-benefits-extensive-reading-english-language-students/

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Aug 25, 2016 - In simple terms Extensive Reading is reading as many easy books
as ... how to read should mean a primary focus of attention on the meaning 

What is extensive Reading?

In simple terms Extensive Reading is reading as many easy books as possible for
pleasure, and can be contrasted with intensive reading which is slow, careful
reading of a short, difficult text. Day and Bamford (1998), Day (2002), Prowse
(2002), and Maley (2008 and 2009) have identified a number of key characteristics
of Extensive Reading in language learning. Here is a digest of what I think are the
seven most important principles for successful Extensive Reading:

1. Students read a great deal, quite quickly (at least 150-200 words a minute)
and often.
2. The reading material is relatively easy for the level of the students. Too much
unknown language prevents students from reading quickly and fluently.
3. It is the student, not the teacher, who chooses what to read.
4. Students have a wide variety of genres and topics to choose from.
5. Students read for pleasure, information or general understanding.
6. Reading is individual and silent.
7. The teacher asks as a guide, monitor and role model.

What are the benefits of Extensive Reading?

There is a wealth of research into the benefits of Extensive Reading for language
learners. Here is a digest of what I consider to be the seven most important benefits:
  

1. Students become better reader

It is widely accepted that people become good readers through reading, and that
learning how to read should mean a primary focus of attention on the meaning
rather than the language of the text. It is pretty obvious that extensive reading helps
students become better readers. Research by Richard Day amongst many others
shows that we learn to read by reading. The more language students read, the
better readers they become. An integral part of this is learning new vocabulary.

2. Students learn more vocabulary

Probably the most cited benefit of Extensive Reading is that it can extend and
sustain students’ vocabulary growth. We know that vocabulary is not learned by a
single exposure. Experts in language and literacy development such as Harvard
University Education Professor Catherine Snow believe that you need to encounter
a word or phrase in different contexts between 15 and 20 times to have a high
possibility of learning the word or phrase. Students are highly unlikely to encounter
vocabulary sufficient times within the classroom to learn it. However, if they read
extensively they are much more likely to get multiple encounters with words and
phrases in a variety of contexts.

3. Students improve writing

Students who read extensively also make gains in writing proficiency (Elley and
Mangubhai 1981, and Hafiz and Tudor 1989). This is probably because as students
encounter more language, more frequently, through extensive reading, their
language acquisition mechanism is primed to produce it in writing.

4. Students improve overall language competence

In addition to gains in reading and writing proficiency, research demonstrates that

students who read extensively also make gains in overall language competence. For
example, Cho andKrashen (1994) reported that their four adult ESL learners
increased competence in both listening and speaking abilities through reading
extensively. So Extensive Reading would seem to benefit all language skills, not just
reading and writing.

 
5. Students become more motivated to read

It is highly motivating for students to discover that they can read in English and that
they enjoy it. For this reason it is essential that the books are interesting to students
and at a level appropriate to their reading ability. If students find the books
compelling and interesting, and can understand them, they may become more eager
readers. This can also help to boost their confidence and self-esteem as language
learners.

6. Students develop learner autonomy.

Students can read anywhere, at any time, and reading extensively helps them
become more autonomous learners. To promote learner autonomy extensive
reading should be a student-managed activity. That is to say that students should
decide what, when, where and how often they read.

7. Students become more empathic

Neuroscientific and social science studies have shown that people who read literary

fiction extensively are more empathic. People who read novels about other people
who are very different from themselves and their backgrounds are particularly
empathic.

Conclusion
There are many benefits of Extensive Reading in language learning. These include
gains in reading and writing competence, oral and aural skills, vocabulary growth,
and increases in motivation, self-esteem and empathy. Students who read
extensively also become more autonomous learners.

Seven Extensive Reading websites:

1. The Extensive Reading Foundation is a not-for-profit organisation whose

purpose is to support and promote extensive reading.

2. Extensive Reading is a repository for information on extensive reading, with

an emphasis on foreign language learning.
  

3. Rob Waring’s website is another repository for information on extensive

reading.

4. ER-Central is a not-for-profit organization dedicated to developing an

Extensive Reading and Extensive Listening approach to foreign and second
language learning. There are wealth of free Extensive Reading and Extensive
Listening resources for students.

5. Atama-ii is an innovative and interactive series of beginner level easy-

English graded readers for all ages 11 and up. The series follows an interactive
gamebook format, in which the reader takes on the role of the main character and
makes plot choices at set points in the story. These choices lead to one of eight
different endings.

6. MReader is a website designed to help schools wishing to implement an

Extensive Reading program. It allows teachers and students to verify that they have
read and understood their reading.

7. ERF Graded Reader List is a comprehensive, searchable, downloadable

database of graded readers from around the world providing useful information for
educators and language learners.

Seven books and articles on Extensive Reading:

1. Day, R. and J. Bamford, 1998, Extensive Reading in the Second Language

Classroom, Cambridge University Press.
2. Day, R. and J. Bamford, 2004, Extensive Reading Activities for Teaching
Language, Cambridge University Press.
3. Day, R. and Bamford, J. (2002) ‘Top Ten Principles for teaching extensive
reading.’   Reading in a Foreign
Language. http://nflrc.hawaii.edu/rfl/October2002/day/day.html
4. Waring, R. The Inescapable Case for Extensive
Reading. http://www.robwaring.org/papers/waring_Nova_2011.pdf
5. Maley, A ‘Extensive reading: why it is good for our students… and for
us.’ https://www.teachingenglish.org.uk/article/extensive-reading-why-it-good-our-
students%E2%80%A6-us

6. Stanley, G. Extensive
Reading. https://www.teachingenglish.org.uk/article/extensive-reading

7. Steiner, J. Reading for Pleasure.

www.orianit.edu-negev.gov.il/english/files/reading/articles/extenrdg.doc

I hope you find the articles, websites and resources useful. Are there any other
Extensive Reading resources you’ve used with your students? Let me know in the
comments below!

References

Cho, K., & Krashen, S. D. (1994). Acquisition of vocabulary from the Sweet Valley
Kids series: Adult ESL acquisition. Journal of Reading, 37, 662–667.

Day, R.  (1998) Extensive Reading in the Second Language Classroom. 

Cambridge: Cambridge University Press.

Day, R. and Bamford, J. (2002) ‘Top Ten Principles for teaching extensive reading.’  
Reading in a Foreign Language.

http://nflrc.hawaii.edu/rfl/October2002/day/day.html

Elley, W.B  (1991)  ‘Acquiring literacy in a second language: the effect of book-
based programmes.’   Language Learning.  41. 375-411

Hafiz, F.M and Tudor, I. (1989)   ‘Extensive reading and the development of
language skills.’   ELT Journal 43 (1) 4-13

Maley, A (2008)  ‘Extensive Reading: Maid in Waiting’ in B. Tomlinson (ed)  English

Language Learning Materials: a critical review.  London/New York.

Maley, A ‘Extensive reading: why it is good for our students… and for us.’
 https://www.teachingenglish.org.uk/article/extensive-reading-why-it-good-our-
students%E2%80%A6-us (accessed 23 September 2016)

Prowse, P. ‘What is the secret of extensive reading?’

http://www.cambridge.org/elt/readers/prowse1.htm (accessed 23 September 2016

Extensive Reading: What Is It? Why Bother? | JALT Publications

https://jalt-publications.org/tlt/articles/2132-extensive-reading-what-it-why-bother

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May 1, 1997 - In the early part of this century, extensive reading took on a
special meaning in the context of teaching modern languages. Pioneers such as .

Extensive Reading: What Is It?

Why Bother?
Date: 

Thu, 1997-05-01

Issue: 

The Language Teacher - Issue 21.5; May 1997

Writer(s): 

Julian Bamford, Bunkyo University; Richard R. Day, University of Hawaii

In everyday life, to read extensively means to read widely and in quantity. In the early part
of this century, extensive reading took on a special meaning in the context of teaching
modern languages. Pioneers such as Harold Palmer in Britain and Michael West in India
worked out the theory and practice of extensive reading as an approach to foreign language
teaching in general, and to the teaching of foreign language reading in particular.
Palmer chose the term extensive reading to distinguish it from intensive reading (1968, p.
137; 1964, p. 113). The dichotomy is still a useful one. Intensive reading often refers to the
careful reading (or translation) of shorter, more difficult foreign language texts with the goal
of complete and detailed understanding. Intensive reading is also associated with the
teaching of reading in terms of its component skills. Texts are studied intensively in order to
introduce and practice reading skills such as distinguishing the main idea of a text from the
detail, finding pronoun referents, or guessing the meaning of unknown words.
Extensive reading, in contrast, is generally associated with reading large amounts with the
aim of getting an overall understanding of the material. Readers are more concerned with
the meaning of the text than the meaning of individual words or sentences. Palmer,
incidentally, saw the pedagogic value of both types of reading. For a graphic depiction of the
differences between intensive and extensive reading, see the chart in "Introducing Extensive
Reading" by Roberta Welch (My Share this issue).
Extensive reading as an approach to teaching reading may be thought of in terms of purpose
or outcome: Beatrice Mikulecky, for example, calls it pleasure reading (1990). It can also be
viewed as a teaching procedure, as when Stephen Krashen (1993) terms it free voluntary
reading, or when teachers give students time for in-class Sustained Silent Reading (SSR) -- a
period of 20 minutes, for example, when students and teacher quietly and independently
read self-selected material.
From West in 1926 (2nd edition, 1955, p. 14) to Beatrice Dupuy, Lucy Tse and Tom Cook in
1996 (p. 10), it has been widely observed that a consequence of traditional, intensive
approaches to foreign language reading instruction is that students do not actually read very
much. This is a problem. In general terms, reading is no different from other learned human
abilities such as driving, cooking, playing golf, or riding a bicycle: the more you do it, the
more fluent and skillful you become. Automaticity of "bottom-up" (word recognition)
processes upon which comprehension depends is a consequence of practice. (For more on
this, see Why do graded reading? in Rob Waring's "Graded and Extensive Reading --
Questions and Answers" in this issue.) No matter how sophisticated the teaching
profession's understanding of and ability to teach the reading process, until students read in
quantity, they will not become fluent readers.
There is a further problem stemming from lack of reading that has attracted less direct
comment to date, but it is perhaps a more fundamental flaw in traditional reading
instruction. Teachers are (rightly) concerned with developing in their students the ability to
read, but how much attention do teachers pay to developing a habit -- indeed, love -- of
reading in their students? And yet not to do so risks reducing reading lessons to an empty
ritual, akin to, as David Eskey once memorably put it (1995), the teaching of swimming
strokes to people who hate the water. Only by discovering the rewards of reading through
actually engaging in it will students become people who both can and do read.
As Eskey's metaphor implies, skills-based and other traditional foreign language reading
instructional approaches appear to have their priorities the wrong way round. The primary
consideration in all reading instruction should be for students to experience reading as
pleasurable and useful. Only then will they be drawn to do the reading they must do to
become fluent readers. And only then will they develop an eagerness to learn new skills to
help them become better readers.
Extensive reading is a prime means of developing a taste for foreign language reading. All it
requires is a library of suitable reading material. For specifics of how to create such a
library, see David Hill's "Setting up an Extensive Reading Programme," and "Graded
Readers: Choosing the Best" in this issue. As to the form that extensive reading takes, this
will vary according to student needs and institutional constraints. Extensive reading could
be:

 the main focus of a reading course with a combination of, for example, work with a
class reader (i.e., students reading a class set of books), SSR, follow-up activities such
as students' oral book reports, and homework reading;
 an add-on to an ongoing reading course with, for example, the first half-hour of class
devoted to SSR, and students reading self-selected books for homework;
 an extra-curricular activity with a teacher guiding and encouraging interested
students who read books in their spare time and meet regularly to discuss them.

 
Characteristics of Successful Extensive Reading Programs
Summarizing the results of 80 years of first language reading research, James Moffett notes
that "the more schools approximate the authentic reading and writing circumstances in
which literacy is practiced outside of school, the more they succeed" (1992, p. 42). And yet,
as Carlos Yorio observes, if one compares "classroom activities with real-life situations in
which people are reading for various purposes or reasons . . . . in most cases the degree of
'unreality' of the ESL reading classroom is striking" (1985, p. 151). As Dupuy, Tse and Cook
explain, "For the most part, students have only been exposed to intensive reading of short
excerpts or passages in their ESL classes and tend to believe that this is the only way to read
in a second language" (1996, p. 10).
An extensive reading approach introduces students to the dynamics of reading as it is done
in real life by including such key elements of real-life reading as choice and purpose.
Richard Day and Julian Bamford, in their forthcoming book Extensive Reading in the
Second Language Classroom identify ten characteristics found in successful extensive
reading programs.
(1) Students read as much as possible, perhaps in and definitely out of the classroom.
(2) A variety of materials on a wide range of topics is available so as to encourage reading for
different reasons and in different ways.
(3) Students select what they want to read and have the freedom to stop reading material
that fails to interest them.
(4) The purposes of reading are usually related to pleasure, information and general
understanding. These purposes are determined by the nature of the material and the
interests of the student.
(5) Reading is its own reward. There are few or no follow-up exercises to be completed after
reading.
(6) Reading materials are well within the linguistic competence of the students in terms of
vocabulary and grammar. Dictionaries are rarely used while reading because the constant
stopping to look up words makes fluent reading difficult.
(7) Reading is individual and silent, at the student's own pace, and, outside class, done when
and where the student chooses.
(8) Reading speed is usually faster rather than slower as students read books and other
material that they find easily understandable.
(9) Teachers orient students to the goals of the program, explain the methodology, keep
track of what each student reads, and guide students in getting the most out of the program.
(10) The teacher is a role model of a reader for students -- an active member of the
classroom reading community, demonstrating what it means to be a reader and the rewards
of being a reader.
Reading Materials: Simplified vs. Authentic?
Many foreign language students, certainly those in Japan, can already read in their first
language, and may even have the habit of regular reading. The main barrier to foreign
language reading for such students is exactly that: the foreign language. The students are in
a Catch-22 situation. They cannot understand enough of the foreign language to make sense
of most written material, and yet they must read the foreign language in order to develop
reading fluency. One suggestion that has been made (e.g., by Brian Tomlinson, 1994) is to
postpone reading until students have at least an intermediate-level grasp of the foreign
language. Such a policy ignores the role that reading can play in foreign language
acquisition, particularly in the all-important learning of new words. Students can benefit by
making reading a part of their foreign language study from the beginning (see Paul Nation's
"The Language Learning Benefits of Extensive Reading" in this issue).
For less than advanced students, the language barrier usually reduces reading to slow,
painful decoding with a dictionary -- which is, of course, not really reading at all. The
obvious answer is for students to read foreign language materials designed to be appropriate
to their level of language proficiency. This, however, has become heresy since the advent of
communicative language teaching in the 1970s. One of the great contributions of CLT has
been the "authenticizing" of language instruction. Just as the use of real language for real
purposes replaced much of the stilted, step-by-step focus-on-form that characterized
traditional language teaching, so was it suggested that students read authentic texts written
by and for native speakers. As was demonstrated in papers such as "Simplification" by John
Honeyfield (1977), artificial, simplified texts for language learners lack features of authentic
texts, and so simplified texts were considered a less-than-useful preparation for students
learning to read in the real world.
Extensive reading can be considered a communicative meaning-oriented, "real reading"
approach to reading instruction in contrast to form-oriented, discrete skills, or translation
approaches. Paradoxically, however, it is the very communicative insistence on authentic
texts that makes extensive reading all but impossible for less than linguistically proficient
students. The insistence that students read authentic (i.e., real-life) texts is, in fact, based on
both a confusion of means and ends, and a misunderstanding of what "authentic" means.
Henry Widdowson, who has probably thought longer and harder about authenticity than
anyone else, early questioned the call "for the learner's immediate exposure to genuine
instances of language use" which he saw as partly based on confusing "the ends of language
learning with the means by which they are achieved" (1979, p. 151).
The Real Meaning of Authentic
At the same time, equating "authentic" with "written by and for native speakers" is itself a
logical fallacy. What makes texts written by and for native speakers authentic is that they are
instances of communication between writer and intended audience. Thus, when a writer
communicates with an intended audience of language learners at a particular level of
proficiency, the resultant text is authentic. Janet Swaffar clears up this point in no uncertain
terms:
 

For purposes of the foreign language classroom, an authentic text . . . is one

whose primary intent is to communicate meaning. In other words, such a
text can be one which is written for native speakers of a language to be read
by other native speakers . . . or it may be a text intended for a language
learner group. The relevant consideration here is not for whom it is written
but that there has been an authentic communicative objective in mind.
(1985, p. 17)
 
The artificiality noted in texts that have been simplified or especially written for language
learners appears when writers or editors are concerned less with communication than with,
for example, using particular words, or with a need to reduce a complicated story to a few
pages of text. Bad simple texts are still written, but there are now hundreds of excellent,
fully-realized books adapted or written for language learners at all levels of proficiency. The
quality and variety of such writing in English and other languages is such that it deserves to
be called language learner literature, just as there is children's literature and young adult
literature.
If language learner literature is available in the language you teach, it is the most
appropriate material for extensive reading by beginning and intermediate learners. It is
important to differentiate extensive reading from other pedagogic aims, for example,
teaching students to cope with text that is above their linguistic level. In order for extensive
reading to do its work -- build automaticity of word recognition, build vocabulary knowledge
and develop positive attitudes toward reading -- the reading material must be well within
the students' linguistic ability.
Conclusion
In this article, it is argued that large amounts of self-selected, easy and interesting reading
should be the underpinning of all foreign language reading instruction. At the same time,
extensive reading is not necessarily the entire answer to the teaching of reading. Some
students will need special help with certain reading subskills; others will need extra
encouragement to read, and assistance in choosing enjoyable books at a suitable linguistic
level. Some students have particular goals, for example, academic reading proficiency for
which skills such as notetaking and skimming must also be practiced.
Creating an extensive reading environment involves more time, work and resources than
teaching from a reading textbook. However, as Marc Helgesen, Paul Nation, Beniko Mason
and Tom Pendergast, and Rob Waring report in this special issue of The Language Teacher,
the results are most definitely worth it.
References

 Day, R. R., & Bamford, J. (forthcoming). Extensive reading in the second language
classroom. Cambridge: Cambridge University Press.

 
tensive reading. 3.76923. Average: 3.8 (13 votes) Extensive reading involves learners reading texts for
enjoyment and to develop general reading skills. It can be compared with intensive reading, which
means reading in detail with specific learning aims and tasks.

Extensive reading | TeachingEnglish | British Council | BBC

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Feedback

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extensive-reading/

What is Extensive Reading?

Extensive Reading (ER) is an approach to second language reading. 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.
Intensive Reading

For many teachers, there is only one way to teach reading which involves the teacher walking the
whole class through a reading passage. The passage is usually short and the instruction is focused
on carefully checking comprehension, studying the grammar and/or vocabulary, or developing a
reading skill. Here is an example.

The above reading for elementary learners is short and introduces vocabulary and grammar. The
reading is followed by comprehension questions and other activities. Using a passage like this is
useful when teaching students new language. This type of reading is called Intensive
Reading because the learners study the reading and check their comprehension. Typically these
types of text are used by the whole class with the teacher guiding them.

The limits of Intensive reading

 However, if learners only use reading passages like these:
 The reading is difficult, so learners have few chances to build reading speed and fluency.
 The reading is short and because it is difficult, the learners read slowly and they cannot meet a lot
of language.
 The whole class reads the same material, which is too easy for some and too difficult for others.
 All the students have to read at the same pace as they do the tasks together.
 The reading is interesting to some learners but not others.

The benefits of Extensive Reading

Extensive Reading gives students chances to read longer pieces of reading, which they choose,
which they can read at their own speed and at their own ability level. This can be done with Graded
readers.
Intensive Reading and Extensive Reading are complementary and teachers should use both. A
balanced reading program uses Intensive Reading to introduce new language, and complements
this with Extensive Reading which consolidates and raises awareness of this language leading to
reading fluency.

Why do Extensive Reading?

There are many reasons why Extensive Reading is good for language development.

Extensive Reading builds vocabulary. When learners read a lot, they meet thousands of words and
lexical (word) patterns that are not taught in textbooks. Extensive Reading allows the learner to
develop an awareness of collocations (common word partnerships) and thousands of lexical
phrases.

Extensive Reading helps learners understand grammar. In textbooks learners meet hundreds of
grammar patterns. However, textbooks do not provide enough meetings with grammar for real
acquisition to occur. Extensive Reading provides opportunities to see grammar in context so
learners can deepen their understanding of how grammar is really used.

Extensive Reading helps learners to build reading speed and reading fluency. In particular,
developing reading speed is important because it helps learners to understand language faster and
better.

One objective of Extensive Reading is reading for pleasure. This builds confidence and motivation
which makes the learner a more effective user of language.

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 (PDF) Extensive Reading - ResearchGate

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teaching ... Extensive reading will contribute to better results in developing 

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by J Bamford - Cited by 166 - Related articles
theory and practice of extensive reading as an approach to foreign language
teaching ... Palmer chose the term extensive reading to distinguish it from intensive 

Extensive reading - Ministry of Education and Sport

www.orianit.edu-negev.gov.il/english/cp/homepage/.../Extensive_reading2A(1).pdf

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Extensive versus Intensive Reading. Roberta Welch. Intensive. Extensive. Reading.
Language study: reading skills, grammar, syntax. General understanding.

The aim of intensive reading is to help students obtain detailed meaning from the text, to
develop reading skills—such as identifying main ideas and recognizing text connectors—and to
enhance vocabulary and grammar knowledge. ... The theorybehind extensive reading is a
simple one.
The Power of Extensive Reading - SAGE Journals - Sage Publications

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https://benjamins.com/catalog/scl.79

Lexical Priming
Applications and advances
Editors

Michael Pace-Sigge

 | University of Eastern Finland

Katie J. Patterson

 | University of Eastern Finland

Hardbound – Available BUY NOW

ISBN 9789027210760| EUR 99.00 | USD 149.00

e-Book – BUY FROM OUR E-PLATFORM

ISBN 9789027265418| EUR 99.00 | USD 149.00

Published in 2005, Michael Hoey’s Lexical Priming – A new theory of words and

language introduced a completely new theory of language based on how words are
used in the real world. In the ten years that have passed, the theory has since gained
traction in the field of corpus-linguistics. This volume brings together some of the most
important contributions to the theory, in areas such as language teaching and learning,
discourse analysis, stylistics as well as the design of language learning software.
Crucially, this book introduces aspects of the language that have so far been given less
focus in lexical priming, such as spoken language, figurative language, forced primings,
priming as predictor of genre, and historical primings. The volume also focuses on
applying the lexical priming theory to languages other than English including Mandarin
Chinese and Finnish.
[Studies in Corpus Linguistics, 79]  2017.  xxiii, 309 pp.

Publishing status: Available

© John Benjamins

https://doi.org/10.1075/scl.79

What is it about?

Published in 2005, Michael Hoey’s Lexical Priming – A new theory of words and language introduced a completely new theory
of language based on how words are used in the real world. In the ten years that have passed, the theory has since gained traction
in the field of corpus-linguistics. This volume brings together some of the most important contributions to the theory, in areas
such as language teaching and learning, discourse analysis, stylistics as well as the design of language learning software.
Crucially, this book introduces aspects of the language that have so far been given less focus in lexical priming, such as spoken
language, figurative language, forced primings, priming as predictor of genre, and historical primings. The volume also focuses
on applying the lexical priming theory to languages other than English including Mandarin Chinese and Finnish.

Why is it important?

Lexical Priming, as a theory, aims to explain the phenomena discovered through corpus linguistics techniques: collocation,
colligation, semantic association and, indeed, the statistically significant preference or dis-preference of one word linking to
another. This volume shows how the concept has been adopted a large variety of scholars for areas as diverse as spoken language,
historical studies, genre prediction, metaphor analysis and languages other than English as well as teaching. This will cater for the
interests of a large readership.

https://scholar.google.com.ph/scholar?
q=lexical+priming+theory&hl=en&as_sdt=0&as_vis=1&oi=scholart Read more on Kudos…

Lexical Priming: Applications and advances | Edited by Michael Pace ...

https://benjamins.com/catalog/scl.79
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Published in 2005, Michael Hoey's Lexical Priming – A new theory of words and
language introduced a completely new theory of language based on how word

https://academic.oup.com/ijl/article-abstract/19/3/327/954608?redirectedFrom=fulltext