Extensive Reading: Perception and Practice. Prep?-ratory- I program in Focus.
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Date
2011-11
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AAU
Abstract
Reading is one of the key skills in language learning. Extensive reading
approach to teaching reading has remarkable impact in EFL context especially
where English serves as a medium of instruction. In Ethiopia, despite this
reality, extensive reading receives the least attention in the teaching learning
process and research arena. Hence, research on this aspect will have practical
significance. The purpose of this research was to investigate the perception
students and teachers held about extensive reading and its practice in
Medhanialem Preparatory school. To put this in to effect, both quantitative and
qualitative approaches were employed. The findings revealed that the view
reflected by the students on the relevance is not inclusive of all the potential
benefits that would motivate them to engage in it with enthusiasm. Teachers are
aware of the benefits of extensive reading. Yet, they view its possible
implementation as difficult in the present situation of student's background and
school system. The study also reveals' that albeit the presence of some
opportunities, the least emphasis is given for extensive reading approach and the
practice is almost nonexistent. The contributive factors that are perceived by
teachers and students as influencing the implementation of extensive reading in
the school context are related mainly with lack of motivation and appropriate
reading materials. The place of extensive reading in the syllabus, the study also
shows, is simply a mere indication of its significance by s tating as a relevant
objective of the preparatory program which might imply that much is left for the
class room teachers to design their own mechanisms to achieve this objective.
The practice of extensive reading could be realized if English department take the
initiative to exploit available opportunities to coordinate all parties and create a
reading community in the school.
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Reading is one of the key skills in language learning