Resumen
This paper aimed to research about the influence of extensive reading on learners”™ attitudes in English as a foreign language (EFL) contexts, after a five-month period of supplementary activities in a university reading class. Twenty-six learners participated in the research. The material chosen to freely read comprehended graded readers and/or authentic books. Descriptive statistics method was employed to indicate the students”™ attitudes and analyze the collected data. The findings of the study showed that extensive reading influences learners”™ attitudes positively. Limitations of the study and recommendations for future research are addressed at the end.
Citas
Bamford, J., & Day, R. R. (1997). Extensive reading: What is it? Why bother?. Language Teacher-Kyoto-Jalt-, 21, 6-8.
Crawford, B. (2001). Extensive reading in English: habits and attitudes of a group of Italian university EFL students. Journal of Research in Reading, 24(2),135-153.
Day, R. R., Omura, C., & Hiramatsu, M. (1992). Incidental EFL vocabulary learning and reading. Reading in a foreign language, 7, 541-541.
Fujita, K., & Noro, T. (2009). The effects of 10-minute extensive reading on the reading speed, comprehension and motivation of Japanese high school EFL learners. ARELE: Annual Review of English Language Education in Japan, 20, 21-30.
Greaney, V., & Hegarty, M. (1987). Correlates of leisure”time reading. Journal of Research in Reading, 10(1), 3-20.
Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement study. Canadian Modern Language Review, 61(3), 355-382.
Huckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language: A Review. Studies in Second Language Acquisition, 21(2), 181-193.
Jeffries, L., & Mikulecky, B. (2014) Advanced Reading Power. Pearson
Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The modern language journal, 73(4), 440-464.
Lee, J., Schallert, D. L., & Kim, E. (2015). Effects of extensive reading and translation activities on grammar knowledge and attitudes for EFL adolescents. System, 52, 38-50.
Palmer, H. E. (1917). The scientific study and teaching of languages. London: Harrap. (Reissued in 1968 by Oxford University Press).
Pigada, M. & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study – Reading in a Foreign Language, 18(1)
Takase, A. (2009). The effects of different types of extensive reading materials on reading amount, attitude and motivation. Extensive reading in English language teaching, 451-465.
Suk, N. (2017). The Effects of Extensive Reading on Reading Comprehension, Reading Rate, and Vocabulary Acquisition. Reading Research Quarterly, 52(1), 73-89.
Tanaka, M. (2017). Factors Affecting Motivation for Short In-class Extensive Reading. The Journal of AsiaTEFL, 14(1), 98-113.
Waring, R., & Nation, I. S. P. (2004). Second language reading and incidental vocabulary learning. Angles on the English speaking world, 4, 97-110
Walberg, H. J., & Ling Tsai, S. (1985). Correlates of reading achievement and attitude: A national assessment study. The Journal of Educational Research, 78(3), 159-167.
Yamashita, J. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25(2), 248.
Yamashita, J. (2004). Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a foreign language, 16(1), 1.
West, M. (1955). Learning to read a foreign language (2nd ed.). London: Longmans, Green. (First published 1926).
Wodinsky, M., & Nation, P. (1988). 'Learning from graded readers.' Reading in a Foreign Language. 5, 155-161.