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Designing extensive reading scheme: some considerations.
| dc.contributor.author | Borges Ucan, Jose Luis | |
| dc.contributor.author | Heffington, Deon | |
| dc.date.accessioned | 2024-03-06T04:49:57Z | |
| dc.date.available | 2024-03-06T04:49:57Z | |
| dc.date.issued | 2011 | |
| dc.identifier.issn | 1665-1359 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12249/4026 | |
| dc.description.provenance | Submitted by Daniela Perez Najera (danperez@uqroo.edu.mx) on 2024-03-05T02:54:48Z No. of bitstreams: 1 2011 Art NopTik Designing extensive reading.pdf: 916084 bytes, checksum: 4b8ba21d95af7fbe33d2254039f88745 (MD5) | |
| dc.description.provenance | Approved for entry into archive by Yeni Martin Cahum (yenimartin@uqroo.edu.mx) on 2024-03-06T04:49:56Z (GMT) No. of bitstreams: 1 2011 Art NopTik Designing extensive reading.pdf: 916084 bytes, checksum: 4b8ba21d95af7fbe33d2254039f88745 (MD5) | |
| dc.description.provenance | Made available in DSpace on 2024-03-06T04:49:57Z (GMT). No. of bitstreams: 1 2011 Art NopTik Designing extensive reading.pdf: 916084 bytes, checksum: 4b8ba21d95af7fbe33d2254039f88745 (MD5) Previous issue date: 2011 | |
| dc.format | ||
| dc.language.iso | eng | |
| dc.publisher | Escuela de Lenguas, Campus Tuxtla Gutiérrez, Universidad Autónoma de Chiapas. | |
| dc.relation.ispartof | Revista Nop’tik | |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0 | |
| dc.subject | Language and languages -- Study and teaching | |
| dc.subject | Reading | |
| dc.subject.classification | HUMANIDADES Y CIENCIAS DE LA CONDUCTA::LINGÜÍSTICA::LINGÜÍSTICA APLICADA::ENSEÑANZA DE LENGUAS | |
| dc.title | Designing extensive reading scheme: some considerations. | |
| dc.type | Artículo | |
| dc.type.conacyt | article | |
| dc.rights.acces | openAccess | |
| dc.identificator | 4||57||5701||570111 | |
| dc.description.other | Research on extensive reading has proved its positive effect in the improvement of students’ language skills, such as: reading comprehension and speed, acquisition of vocabulary, phonetics, writing, examination performance, and students’ attitudes towards learning a foreign language. Despite this fact, in Mexico and many other countries, extensive reading has not been used on a systematic basis in many EFL classrooms, let alone implementing, maintaining, and running an extensive reading programme. Macalister (2008) stated that “extensive reading as a component of an English language teaching programme remains the exception rather than the rule”, and continued stating “It tends to be present as a recommended, extracurricular activity”. The underlying question is why it has not been considered as a fundamental part in language learning when it is very likely that without incorporating extensive reading into the curriculum, students are more likely to do other activities in their free time rather than read English books. What is an extensive reading scheme (ERS)? How can it be integrated in an EFL programme? What principles must be considered while developing an ERS? What are the positive effects of using extensive reading? What are some problems we may encounter? What solutions have been found to these problems? These are some questions that may arouse when trying to design and start an ERS in an EFL program. | |
| dc.number.revista | Invierno- Primavera |
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