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Hits 21 – 40 of 110

21	The development and empirical substantiation of Japanese pedagogical materials based on kabuki
	Katsumata, Yuriko. - 2020
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22	Sound and Simple Approach to an Extensive Reading Project
	Kane, Sarah; Gusich, Jordan; Upton, Thomas
	In: INTESOL Journal; Vol. 17 No. 1 (2020): Equity and Access for Language Learners ; 2373-8936 (2020)
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23	CAN TED TALK TRANSCRIPTS SERVE AS EXTENSIVE READING MATERIAL FOR MID-FREQUENCY VOCABULARY LEARNING?
	Wenhua Hsu
	In: TEFLIN Journal, Vol 31, Iss 2, Pp 181-203 (2020) (2020)
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24	STUDENTS’ PERCEPTIONS OF M-READER
	Abouzar Rajabpour
	In: TEFLIN Journal, Vol 31, Iss 2, Pp 277-301 (2020) (2020)
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25	Can L1 children's literature be used in the English language classroom? High frequency words in writing for children
	Macalister, John; Webb, Stuart. - : University of Hawaii National Foreign Language Resource Center, 2019. : Center for Language & Technology, 2019
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26	L2 reading rate and word length: The necessity of character-based measurement
	Kramer, Brandon; McLean, Stuart. - : University of Hawaii National Foreign Language Resource Center, 2019. : Center for Language & Technology, 2019
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27	The Role of Inference in Second Language Reading Comprehension: Developing Inferencing Skill Through Extensive Reading
	Niwa, Sayako
	In: Masters Theses (2019)
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28	Texts with Various Levels of Hardness, Reading Comprehension and Reading Motivation: I+1 Versus I-1
	Ehsan Namaziandos; Mehdi Nasri; Fariba Rahimi Esfahani
	In: ELT Forum: Journal of English Language Teaching, Vol 8, Iss 1, Pp 60-77 (2019) (2019)
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29	EXTENSIVE READING IN INDONESIAN SCHOOLS: A SUCCESSFUL STORY
	Christina Lhaksmita Anandari; Yuseva Ariyani Iswandari
	In: TEFLIN Journal, Vol 30, Iss 2, Pp 137-152 (2019) (2019)
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30	STUDENTS’ COLLABORATIVE STORY WRITING PROJECT IN AN EXTENSIVE READING PROGRAM
	Anita Kurniawati Hadiyanto
	In: TEFLIN Journal, Vol 30, Iss 2, Pp 197-211 (2019) (2019)
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31	EXTENSIVE LISTENING AND VIEWING IN ELT
	Francisca M. Ivone; Willy A. Renandya
	In: TEFLIN Journal, Vol 30, Iss 2, Pp 237-256 (2019) (2019)
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32	EXTENSIVE READING: THEORY, RESEARCH AND IMPLEMENTATION
	Qiu Rong Ng; Willy A. Renandya; Miao Yee Clare Chong
	In: TEFLIN Journal, Vol 30, Iss 2, Pp 171-186 (2019) (2019)
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33	ER IN TAIWAN: SEARCHING FOR FERTILE GROUND
	Michael McCollister
	In: TEFLIN Journal, Vol 30, Iss 2, Pp 274-287 (2019) (2019)
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34	DEVELOPING STUDENTS’ CRITICAL THINKING THROUGH AN INTEGRATED EXTENSIVE READING PROGRAM
	Nida Husna
	In: TEFLIN Journal, Vol 30, Iss 2, Pp 212-230 (2019) (2019)
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35	EXPECTATIONS AND EXPERIENCES OF INDONESIAN TEACHERS WHO HAVE, AND HAVE NOT, DONE EXTENSIVE READING
	Rob Waring; Nida Husna
	In: TEFLIN Journal, Vol 30, Iss 2, Pp 153-170 (2019) (2019)
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36	Unraveling the Affordances of 'Silas Marner' in a Japanese University EFL Context
	Canning, Nicholas Alexander; Nelson, Mark Evan
	In: Canning, Nicholas Alexander; & Nelson, Mark Evan. (2018). Unraveling the Affordances of 'Silas Marner' in a Japanese University EFL Context. L2 Journal, 10(2). doi:10.5070/L210235419. Retrieved from: http://www.escholarship.org/uc/item/2s12g7bh (2018)
	Abstract: Graded readers, simplified versions of literature and other texts at graduated levels of difficulty, are widely employed in contexts of foreign language pedagogy and are widely considered to be a form of written-language input ostensibly suitable for a wide array of developmental stages. However, the efficacy of graded readers is not unchallenged, among which criticisms is that the language in a graded work of literature is, by nature, aesthetically inert and inauthentic, in comparison to the original. Still, from an L2 literacies-development perspective, could one not justifiably accept that aesthetic impoverishment and inauthenticity are reasonable, perhaps also unavoidable, compromises? Practically, what, for example, could a typical intermediate-level learner of EFL be expected to glean from a nineteenth-century English novel? Would the language-learning needs of this learner not be better addressed through engagement with an appropriately graded version of the same novel, facilitating optimally fluent—and, therefore, assumedly more enjoyable and motivating—reading practice? This article reports on research that addressed precisely these questions, focusing specifically on Japanese university students’ involvement with and interaction around George Eliot’s (1861) Silas Marner. Applying comparative textual analysis and qualitative case-study methods, and viewed through a social semiotic conceptual lens, the researchers investigated the relative meaning-making affordances of graded-reader and original versions of the novel and examined turn-by-turn the semiotic work performed by a group of Japanese university students as they collaboratively unpacked this challenging piece of fiction. Findings suggest that the authentic text, however difficult, afforded rich meaning- making possibilities that would have been unavailable through engagement with graded readers. Importantly, too, the results indicate that active peer collaboration, a process that entailed the individual contribution and cooperative synthesis of a diversity of textual and extra-textual semiotic resources, was vital to actualizing these learning opportunities. On the basis of this analysis, the paper concludes with a preliminary argument for the pedagogical efficacy of promoting collaborative dysfluency in L2 literacies education—over and above the individually oriented aim of reading fluency as conventionally defined.
	Keyword: Authentic Literary Texts; Cognitive Dysfluency; Extensive Reading; L2 Literacy
	URL: http://www.escholarship.org/uc/item/2s12g7bh
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37	Extensive Reading and Effects on Reading, Writing and Vocabulary : A Literature Review
	Simon BIBBY; BIBBY Simon. - : 神戸松蔭女子学院大学学術研究委員会, 2018
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38	Colossal classroom adventure: Developing interactive fiction for English language learners
	Kim, Alexis. - 2018
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39	A comparison of visual and audio scaffolds in L2 English reading
	Meredith Stephens; Meagan Renee Kaiser
	In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 2, Pp 380-387 (2018) (2018)
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40	線上廣泛閱讀對於偏鄉國小學童英語學習成效之探討 ; The Effects of Applying the Online Extensive Reading Program for Rural Elementary School Students on English Learning
	李志斌; Li, Chih-Bin. - 2017
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