Using Extensive Reading Oral Reports to Enhance Spoken Fluency

The study of turn taking in extensive reading lecture is aimed at investigation the types of turn taking and its functions. The scope of this study is restricted only to the classroom interaction in extensive reading lecture. There are 30 students and 1 lecturer taken as the respondents. They are taken by purposive sampling. In collecting the data, all utterances produced by the speakers were recorded and scripted. Finally, those scripts were analyzed by using descriptive qualitative method in terms of types of turn taking and its functions.The result shows that there are three turn taking types in extensive reading lecture, namely: taking the turn, holding the turn and yielding the turn. Additionally, there are eleven functions of turn taking in extensive reading lecture, namely: informative, organisation, affective, responsive, external thinking, interrogative, judgemental, intentional, hypothetical, reproductional, and imaginative functions. Keywords: turn, turn taking, and extensive reading lecture

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Vocabulary Learning in Uninstructed Silent Reading and Story Rewriting

ITL - International Journal of Applied Linguistics ◽

10.2143/itl.158.0.2046922 ◽

2009 ◽

Vol 158 ◽

pp. 97-134

Author(s):

Sandra Siok Lee

Keyword(s):

Learning Strategies ◽

Short Story ◽

Vocabulary Learning ◽

School Setting ◽

Silent Reading ◽

Extended Period ◽

Operational Definition ◽

Sustained Silent Reading ◽

Extensive Reading ◽

Reading Research

Abstract A current issue in L2 reading research is whether extensive reading promotes vocabulary development. This study examined vocabulary acquisition in uninstructed silent reading of a short story with and without a vocabulary list followed by a story rewriting task. Time constraints of a public school setting prevented an extended period of study required for extensive reading research, but vocabulary learning strategies and outcomes of this study are applicable to extensive reading. This study also explored Hinkel’s (2006) recommendation to modify the goal of extensive reading programs to meet the pedagogical ideal of integrated skills learning, that is, reading and vocabulary learning. Questioning the traditional goal of extensive reading to read relatively quickly for general ideas, Hinkel (2006) also proposes that it should draw learner attention to some aspect of language such as vocabulary. Similarly, Nation (2005) emphasizes need for deliberate vocabulary learning in extensive reading which should form a substantial and obligatory part of language courses (p.15). Due to the assumption that uninstructed sustained silent reading encourages students to read widely, I will refer to research on “extensive reading,” using Hinkel’s (2006) and Day, Omura, and Hiramatsu’s (1991) operational definition of sustained silent reading as extensive reading for pleasure over time.

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Is Text Written for Children Useful for L2 Extensive Reading?

TESOL Quarterly ◽

10.1002/tesq.70 ◽

2012 ◽

Vol 47 (2) ◽

pp. 300-322 ◽

Cited By ~ 27

Author(s):

Stuart Webb ◽

John Macalister

Keyword(s):

Extensive Reading

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GRAMMAR AND EXTENSIVE READING

Modern Language Journal ◽

10.1111/j.1540-4781.1931.tb06809.x ◽

1931 ◽

Vol 16 (1) ◽

pp. 14-21

Author(s):

Aaron Mac Coon

Keyword(s):

Extensive Reading

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Cultural learning process: lesson from microhistory

Journal of Management History ◽

10.1108/jmh-12-2020-0075 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Tianyuan Yu ◽

Albert J. Mills

Keyword(s):

Learning Process ◽

Critical Incident ◽

Cultural Learning ◽

Extensive Reading ◽

Organization Studies ◽

Content Type ◽

Knowledge Accumulation ◽

The Past ◽

Making Sense ◽

Historical Accounts

Purpose The purpose of this paper is to examine the cultural learning process (namely, the development, practice and enhancement of cultural intelligence (CQ)) of a successful entrepreneur – Harold Bixby, a Pan American Airways expatriate, as reflected in the memoir of his experiences in China during 1933–1938. Design/methodology/approach This study adopts a microhistory approach as a methodology for studying history and the past while ultimately requiring evaluations informed by the present. This paper first identifies the literature gap on CQ development and the need to study historical accounts of the past in assessing the CQ development process. This study then outlines the four key foci of microhistory as a heuristic for making sense of on-going and past accounts of selected phenomena. Findings This paper finds that specific personality traits (namely, openness to experience and self-efficacy), knowledge accumulation through deep cultural immersion (namely, extensive reading/study, visiting/observation and interacting/conversation), critical incident and metacognition all contributed to Bixby’s CQ development, which was a time-consuming process. Originality/value The study contributes to debates around cultural learning and historical organization studies by providing a rich, qualitative study of CQ assessment and CQ development through microhistory. This study highlights the importance of cognitive CQ and the function of extensive reading/studying in the process of knowledge accumulation. This paper draws attention to critical incidents as an underexplored way of learning tacit knowledge. Moreover, this study suggests metacognitive CQ can be enhanced through meditative and reflexive teaching and research practices. These findings have significant implications for cross-cultural training programs.

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