Why is extensive reading important?
As in all discussions of literacy, mention is often made of the importance of extensive or free voluntary reading in second and foreign language teaching. This method focuses on teaching readers rather than on teaching texts (Haas and Flower 1988, 169). Since we learn to read by actually reading, the aim of these methods is to build learners' reading skill by encouraging them to read more. This is a supplement to intensive reading methods, in which the learners work with activities related to set texts. Textbooks are a good example of intensive reading, providing short texts and supplementary activities which allow learners to practice vocabulary and grammatical structures, develop various language skills and check their reading comprehension. Thus, intensive reading tends to focus on details and to serve functions that reach far beyond the apparent purpose of reading.
Extensive reading
While intensive reading is important, learners will not become fluent and confident readers if this is the extent of their reading practice. This is where extensive reading comes in. To become good readers, learners need to read as much as possible, and they need to read books that interest them and are at their own level of difficulty. According to Susser and Robb (1990), the key features of this method are "reading (a) of large quantities of material or long texts; (b) for global or general understanding; (c) with the intention of obtaining pleasure from the text. Further, because (d) reading is individualized, with students choosing the book they want to read, (e) the books are not discussed in class." (3). Moreover, the immediate aims of this method tend to be directly related to reading: increased fluency and speed. This is not to say that comprehension is not important, since research indicates that reading speed and comprehension are linked; the overall message may be lost if the rate of processing information is too slow (Brown and Hirst, 1983). Thus, comprehension as well as fluency benefit from extensive reading practice.
The literature on extensive reading indicates that there are many benefits to be gained indirectly by employing this method. Like intensive reading, extensive reading helps to build learners' vocabulary, introducing them to words and language chunks that may not be included in short texts, and giving them a sense of common word partnerships. It also develops their understanding of grammar by allowing them to see all sorts of grammatical structures in use. In contrast to intensive reading, there is little or no teaching involved in this learning process. Language is acquired by exposure, and it is factors such as the level of difficulty, quantity and variety of texts that influence the learning outcomes. Extensive reading has an additional advantage in that learners have chosen the text themselves, which generally increases their motivation and confidence, and creates a more positive attitude towards reading and language learning. Finally, it makes them independent readers and more effective language users.
Research
While much has been written about extensive reading, little experimental research has been carried out on this method. In a study of Fijian learners which compares the development of language skills in book immersion classes and ordinary classes, Elley and Mangubhai (1983) report that the learners in the former group made greater progress. The link between extensive reading programmes and the improvement of writing skills has also been documented (Janupoulos, 1986; Hafiz and Tudor, 1989). In fact, extensive reading has been shown to result in significant improvements in all language skills, as well as in learners' attitudes towards reading (Elley, 1991). Numerous studies have confirmed Elley's claim that reading competence spreads to other language skills . Thus, the contribution of extensive reading to general language acquisition has been documented.
Krashen's Input Hypothesis
The focus in extensive reading is on input rather than output, and its success depends upon the quantity and level of that input. This brings us to the question of how to select texts and to the theoretical foundation of extensive reading, which builds on the work of Stephen Krashen (1981). In this theory, he proposes five hypotheses:
- the acquisition-learning hypothesis: There are two language systems, one based on acquisition and the other on learning. In the former, language is acquired unconsciously as a result of using the language in real communication; in the latter, conscious attention is paid to learning about the language, the forms and rules.
- the monitor hypothesis: Language which is used in actual communication of a message occurs in the acquired language system, while the learned system acts as a monitor (editor) checking correctness, appropriateness, etc.
- the natural order hypothesis: The order in which language structures are acquired can be predicted, and the features that easiest to state are not necessarily the first acquired.
- the input hypothesis: Acquisition depends upon exposure to comprehensible oral and written language at an appropriate level of difficulty (i+1 = a step above the level already acquired in words, forms, etc.).
- the affective filter hypothesis: Those who do not acquire a language, in spite of being exposed to comprehensible input, are prevented from doing so by some form of ‘affective' barrier (feelings, motivation, needs, attitudes, etc.) which ‘filters out' the input.
Research has confirmed that comprehensible input is among the key factors contributing to language acquisition. For a discussion of extensive reading, it is the input hypothesis that is of central importance. Focusing on how language competency develops over time, this hypothesis suggests that language acquisition will only occur if the text is neither too difficult nor too easy. Krashen concludes that the correct level is one step above the learner's current level of linguistic competence, "level i+1". At this level, the learner is often able to use the textual context and knowledge of the world to fill in the gaps in understanding. This opens up for differentiation in reading, since learners will be reading texts that are understandable, at their "i+1" level. It also justifies the "silent period," in which the focus is on acquisition rather than production of language. Thus, the input hypothesis claims that the input level is a determining factor influencing language acquisition.
Other views
Nevertheless, Krashen's model has been widely contested, and some researchers have questioned the claim that comprehensible input is the only way to acquire language. They have demonstrated that, at the higher levels, other forms of input may also play a role. As a result, Krashen has acknowledged that extensive reading alone may not always ensure language acquisition, and that grammar books and dictionaries may be necessary to fill the gaps (2004: 129-130). Nevertheless, he continues to view reading as a "powerful means of developing reading comprehension ability, writing style, vocabulary, grammar and spelling", as well as a means of promoting cognitive development and lowering writing apprehension (2004: 37).
Other researchers have also provided evidence regarding the benefits gained from extensive reading programmes. Paul Nation (1997) has provided an overview of the research carried out into the results obtained from these programmes. He concludes that there are a wide range of benefits including: improved reading skills, improved language use and knowledge, and increased enjoyment of language learning. To achieve such results, Nation stresses that this needs to be a long-term project and that it requires large amounts of reading. Another researcher in this field, Rob Waring (2009), has claimed that extensive reading and listening are essential if learners are to access the massive amounts of language required in order to learn the words, collocations and registers they will need. In addition, Waring maintains that such reading helps to develop the readers' own sense of language. He stresses, however, that an extensive reading programme should be developed in conjunction with course books, which consolidate the learners' knowledge by helping them to understand language form and use in abstract terms. There seems to be evidence, therefore, to conclude that extensive reading programmes contribute to the development of a variety of language skills, if all of the key elements are in place: if the quantity of material read is adequate, if the time period involved is long enough, and if other methods of language learning are employed as well. In addition, the importance of a balanced reading programme must be stressed. Language learning supplements language acquisition, just as extensive and intensive reading supplement one another.
Conclusion
To conclude, the implementation of an extensive reading programme implies differentiation. Each learner must be provided with reading material at his or her own level of competence. This is in accordance with the aims of the Norwegian curriculum and with the stress placed on individual learning plans. Thus, it is a method which is eminently suited to the Norwegian context.
References
Brown, P. & Hirst, S.B. (1983). "Writing Reading Courses: The Interrelationship of Theory and Practice." In Brumfit, C.J. (ed) (1983). Language Teaching Projects For The Third World. ELT Documents 116. British Council English Teaching Information Centre.
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Elley, W. B. (1991). "Acquiring literacy in a second language: The effect of book-based programs." Language Learning 41/3: 375-411.
Elley, W. B., & Manghubai, F. (1983). "The effect of reading on second language learning." Reading Research Quarterly, 19/1: 53-67.
Grabe, W. (1991). "Current developments in second language reading research." TESOL Quarterly, 25/3: 375-406.
Haas, Christina and Linda Flower. (1988). "Rhetorical reading strategies and the construction of meaning." College Composition and Communication, 39/2, l67-83
Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press.
Krashen, S. (2004). The Power of Reading. Westport, CT: Libraries Unlimited.
Nation, Paul (1997). "The Language Learning Benefits of Extensive Reading." Downloaded 10 June, 2009, from
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Paran, A. (1996). "Reading in EFL: facts and fictions." English Language Teaching Journal. 50/1: 25-34.
Susser, Bernard and Thomas Robb. (1990) "EFL Extensive Reading Instruction: Research and Procedure." JALT Journal, 12/2.
Waring, Rob (2009). "The Inescapable case for Extensive Reading." Downloaded 10 June, 2009, from http://www.robwaring.org/er/what_and_why/er_is_vital.htm