scholarly journals What Makes a Good Graded Reader: Engaging with Graded Readers in the Context of Extensive Reading in L2

2021 ◽  
Author(s):  
◽  
Gillian Margaret Helen Claridge
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Extensive Reading ◽  
Transactional Theory ◽  
Reading Material ◽  
Comprehensible Input ◽  
Theory Of Reading ◽  
Reading Response ◽  
Graded Readers ◽  
The Individual

<p>It is widely accepted in the ESOL field that Extensive Reading is good for ESOL learners and there are many studies purporting to show that this is true. As a result, the publication of Graded Readers in English today is a major commercial concern, although David Hill (2008, p. 189), former director of the Edinburgh Project on Extensive Reading, in his most recent study of Graded Readers, comments that they are being produced 'in a hostile climate where extensive reading is little valued, practised or tested.' However, anecdotal evidence from teachers and researchers claims that learners do not read anywhere near the recommended one Graded Reader a week prescribed by Nation and Wang (1999, p. 355) to provide the necessary amount of comprehensible input for increasing vocabulary. If these claims and Hill's comments are true, there may be a mismatch between the kind of reading material produced for learners of English and the nature and teaching of the texts currently recommended by teachers and librarians. Such a situation would not only be a huge waste in terms of resources; it could also lead to the alienation of generations of English learners from a potentially valuable means of improving and enjoying language learning. My study investigates this discrepancy by looking at the perceptions of the main stakeholders in Graded Readers, namely the publishers, the judges and academics, the teachers and the learners, to see how they differ and why. As each population is different, the methodologies used in the study are various, making for an approach described as 'bricolage' (Lincoln & Guba, 2000a, p. 164). At the heart of the study are five case studies of learners, set against the backdrop of data gathered from all the stakeholders. As the results indicate that the purpose of the reading appears to govern the perceptions of the individual learner, I found Louise Rosenblatt's (Rosenblatt, 1978) Transactional Theory of Reading Response was an appropriate framework within which to interpret the data.</p>

scholarly journals What Makes a Good Graded Reader: Engaging with Graded Readers in the Context of Extensive Reading in L2

2021 ◽  
Author(s):  
◽  
Gillian Margaret Helen Claridge
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Extensive Reading ◽  
Transactional Theory ◽  
Reading Material ◽  
Comprehensible Input ◽  
Theory Of Reading ◽  
Reading Response ◽  
Graded Readers ◽  
The Individual

<p>It is widely accepted in the ESOL field that Extensive Reading is good for ESOL learners and there are many studies purporting to show that this is true. As a result, the publication of Graded Readers in English today is a major commercial concern, although David Hill (2008, p. 189), former director of the Edinburgh Project on Extensive Reading, in his most recent study of Graded Readers, comments that they are being produced 'in a hostile climate where extensive reading is little valued, practised or tested.' However, anecdotal evidence from teachers and researchers claims that learners do not read anywhere near the recommended one Graded Reader a week prescribed by Nation and Wang (1999, p. 355) to provide the necessary amount of comprehensible input for increasing vocabulary. If these claims and Hill's comments are true, there may be a mismatch between the kind of reading material produced for learners of English and the nature and teaching of the texts currently recommended by teachers and librarians. Such a situation would not only be a huge waste in terms of resources; it could also lead to the alienation of generations of English learners from a potentially valuable means of improving and enjoying language learning. My study investigates this discrepancy by looking at the perceptions of the main stakeholders in Graded Readers, namely the publishers, the judges and academics, the teachers and the learners, to see how they differ and why. As each population is different, the methodologies used in the study are various, making for an approach described as 'bricolage' (Lincoln & Guba, 2000a, p. 164). At the heart of the study are five case studies of learners, set against the backdrop of data gathered from all the stakeholders. As the results indicate that the purpose of the reading appears to govern the perceptions of the individual learner, I found Louise Rosenblatt's (Rosenblatt, 1978) Transactional Theory of Reading Response was an appropriate framework within which to interpret the data.</p>

scholarly journals What Lies Beneath the Stated Meanings: a Transactional View of Language Learners Making Meaning with Texts

2021 ◽  
Author(s):  
◽  
~ Marianne
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Reading Program ◽  
Extensive Reading ◽  
Transactional Theory ◽  
Reading For Pleasure ◽  
Esl Learners

<p>This thesis reports on a year long case study conducted into the processes and products of English Second Language (ESL) learners reading fiction texts for pleasure in a high school extensive reading program. Although 'extensive reading' is usually associated with interactive language learning perspectives such as 'Second Language Acquisition' (for one view within this perspective see Krashen [1982]), a different theoretical perspective was applied in the present study. Louise Rosenblatt's transactional theory of reader response is used to analyse and discuss data made about teenagers reading for pleasure in an extensive reading program. At the heart of Rosenblatt's transactional theory is the assumption that every reading event is unique to the person, text and context of that reading experience. To understand what it means to make meaning with a text, each of those things must be considered. Thus in order to better understand ESL learners' processes and products of reading for pleasure, this thesis provides a fine grained, deep description of how one reader made meaning with texts. This description is contextualised and enriched through the inclusion of case study data from other ESL and native English speaker participants. By focusing on one reader, the complexity of the interrelationships of reader, text and context are amply demonstrated. This, it will be argued, provides a valuable lens through which teachers and researchers may view other readers, other texts and other contexts. Conclusions drawn from this study will claim that Rosenblatt's transactional theory not only readily facilitates language learning goals (for example, extensive use of the target language) but importantly provides another perspective, apart from the predominant interactive language learning perspectives, on what it might mean for readers to make meaning with texts read for pleasure. Understanding the processes and products of reading for pleasure from a transactional view has pedagogical import for the utilization of extensive reading programs, and perhaps most importantly, for the intellectual development of second language learners.</p>

scholarly journals Selecting Literary Texts for Language Learning

1970 ◽  
Vol 15 (1-2) ◽  
pp. 110-113
Author(s):  
Chris Lima
Keyword(s):  
Short Stories ◽  
Critical Thinking ◽  
Language Learning ◽  
English Language ◽  
Literary Texts ◽  
English Language Learning ◽  
Poetic Language ◽  
Learning And Teaching ◽  
Reading Material ◽  
Graded Readers

In many English language learning and teaching contexts the absence of literary texts, such as graded readers, short stories and poems, still seems to be the norm. This article looks briefly at the some more recent historical positions regarding the use of literature in ELT, and then discusses how the inclusion of creative reading material may foster the development of reading and critical thinking skills.Key words: Literature; Language input; Poetic language; Web 2.0Journal of NELTA Vol. 15 No. 1-2 December 2010Page: 110-113Uploaded date: 4 May, 2011DOI: 10.3126/nelta.v15i1-2.4616

scholarly journals An Investigation into the Criteria Students Use When Selecting Graded Readers

2019 ◽  
pp. 258-281
Author(s):  
Phoebe Lyon ◽  
Amber Barr
Keyword(s):  
Language Learning ◽  
Material Selection ◽  
Selection Process ◽  
Active Role ◽  
Extensive Reading ◽  
Reading And Writing ◽  
Writing Courses ◽  
Graded Readers ◽  
Book Selections

Material selection is one way through which students are empowered to take a more active role in their language learning. With the shifting of responsibility to the students, however, it is important to understand what criteria students are using in the material selection process. This study investigates the criteria students used when making graded reader selections for the extensive reading component of freshman level reading and writing courses at a university in Japan. Data from surveys showed that few students proved able to consistently make selections that met their expectations and that even after multiple book selections, some students continued to struggle with the task. The paper will conclude with suggestions for assisting students to make more informed choices when selecting graded readers.

scholarly journals What Lies Beneath the Stated Meanings: a Transactional View of Language Learners Making Meaning with Texts

2021 ◽  
Author(s):  
◽  
~ Marianne
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Reading Program ◽  
Extensive Reading ◽  
Transactional Theory ◽  
Reading For Pleasure ◽  
Esl Learners

<p>This thesis reports on a year long case study conducted into the processes and products of English Second Language (ESL) learners reading fiction texts for pleasure in a high school extensive reading program. Although 'extensive reading' is usually associated with interactive language learning perspectives such as 'Second Language Acquisition' (for one view within this perspective see Krashen [1982]), a different theoretical perspective was applied in the present study. Louise Rosenblatt's transactional theory of reader response is used to analyse and discuss data made about teenagers reading for pleasure in an extensive reading program. At the heart of Rosenblatt's transactional theory is the assumption that every reading event is unique to the person, text and context of that reading experience. To understand what it means to make meaning with a text, each of those things must be considered. Thus in order to better understand ESL learners' processes and products of reading for pleasure, this thesis provides a fine grained, deep description of how one reader made meaning with texts. This description is contextualised and enriched through the inclusion of case study data from other ESL and native English speaker participants. By focusing on one reader, the complexity of the interrelationships of reader, text and context are amply demonstrated. This, it will be argued, provides a valuable lens through which teachers and researchers may view other readers, other texts and other contexts. Conclusions drawn from this study will claim that Rosenblatt's transactional theory not only readily facilitates language learning goals (for example, extensive use of the target language) but importantly provides another perspective, apart from the predominant interactive language learning perspectives, on what it might mean for readers to make meaning with texts read for pleasure. Understanding the processes and products of reading for pleasure from a transactional view has pedagogical import for the utilization of extensive reading programs, and perhaps most importantly, for the intellectual development of second language learners.</p>

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

The composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

Journey to the Advisor Within: Exploring Challenge, Transformation and Evolution in Advisor Stories

Relay Journal ◽  
2019 ◽  
pp. 319-322
Author(s):  
Gamze Güven-Yalçın ◽  
Stephanie Lea Howard ◽  
Hatice Karaaslan
Keyword(s):  
Language Learning ◽  
Reflective Practice ◽  
Message Board ◽  
Initial Experiment ◽  
Narrative Style ◽  
The Third ◽  
Visual Message ◽  
Knowledge And Practice ◽  
The Individual ◽  
Academic Year

In the Reflective Practice column of the third issue of the Relay Journal, Yamamoto (2019) remarked on the importance of creating a platform for advisors to voice their views, feelings, and experiences, and suggested a need for more reflective narratives to be posted from different social, historical, and cultural contexts in order to provide an intimate view inside advising sessions, thereby offering a better understanding of said advising practices. The aim was to create a forum where advisors could learn from each other, and ultimately, everyone could mutually benefit from the experiences shared. To further this innovative research into Advising in Language Learning (ALL), the initial experiment by language advsiors at Kanda has been replicated in a different setting with four learning advisors from Ankara Yıldırım Beyazıt University, Turkey. The design used by the advisors at Kanda, a narrative style adopted while telling the stories, has been expanded to include a visual message board to which 20 learning advisors have contributed with their short reflective captions on their advisor selves. Additionally, the theme used by the advisors at Kanda, “the most memorable advising experience of this academic year” has been altered in our case to avoid repetition and to allow reflection on different aspects of the advising experiences. Thus, our narratives and the visual message board will examine two different themes: (1) How has advising affected you? (2) How do you define yourself as an advisor? Four narratives have elaborated on the first theme of the influence of advising knowledge and practice on the individual advisors, and the visual message board includes 20 images with reflective captions on the second theme of defining advisor identities.

The price of immersion: language learners as a cheap workforce in Malta’s voluntourism industry

Multilingua ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Larissa Semiramis Schedel
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Voluntary Work ◽  
Island State ◽  
Classroom Language ◽  
Mediterranean Island ◽  
Efficient Alternative ◽  
Travel Industry

Abstract This contribution treats “language immersion” as a linguistic ideology and explores narratives, practices, and subjectivities pertinent to that notion in the context of language-motivated voluntourism. Voluntourism programs offer short-term sojourns abroad, which combine voluntary work with holidays while promising “immersion” as an efficient alternative to classroom language learning. In the Mediterranean island state of Malta, whose population is mostly bilingual in English and Maltese, voluntourism has become an attractive product for the booming English language travel industry. Since there is a lack of critical sociolinguistic and second language acquisition research on the language learning trajectories of voluntourists, this piece examines the promise of immersion through the example of a hostel that figures as a workplace. Drawing on ethnographic data, it investigates how learning English through immersion while working abroad is imagined and promoted, whether or not it occurs, and what gains (linguistic or otherwise) it generates and for whom. The article argues that the voluntourism industry appropriates the discourse of immersion to responsibilize English learners for their linguistic self-skilling, thereby constituting them as neoliberal subjects that can easily be exploited as a cheap workforce.

scholarly journals Developing Little Bridge as an evidence-informed English language learning platform for 6–12 year olds

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Emma Rogers ◽  
Kristen Weatherby
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
Social Aspect ◽  
English Language Learning ◽  
Learning Platform ◽  
Global Language ◽  
The Relationship

English is considered by many to be the global language of business and communication and, as such, parents and educators in countries in which English is not a native language are now encouraging children to study English at a young age. Much second language teaching and learning, however, does not take into account the real-world context within which language will be put to use. Little Bridge has developed an English language learning platform for students aged 6−12 years, within which learners acquire English vocabulary and skills and are able to apply what they have learned in real conversations with other English learners around the world. As part of UCL’s EDUCATE research accelerator programme, Little Bridge worked with a mentor to design and conduct mixed-methods research into the relationship between this social aspect of their platform and students’ achievement in learning English. Findings suggested that Little Bridge users who are the most active participants in the platform’s social network also complete more of the platform’s learning activities and achieve better results than those with the lowest social participation rates. The relationship between the academic mentor and Little Bridge enabled the company to develop a research mindset, understand the value of the data that they already have, and improve their understanding of the platform.

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