The Effects of Silent Reading on High School

授業としての多読
多読学会大学部会
2005/12/03
高瀬敦子
梅花高校・関西大学・他非常勤講師
[email protected]
What is Extensive Reading?
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Extensive Reading means reading in quantity and in order
to gain a general understanding of what is read. It is
intended to develop good reading habits, to build up
knowledge of vocabulary and structure, and to encourage a
liking for reading (Longman Dictionary of Language
Teaching and Applied Linguistics, 1992)
Extensive Reading is an approach to language teaching in
which learners read a lot of easy materials in the new
language ( Bamford and Day, 2004).
100 million words and beyond (Sakai, 2002)
What are the Impact of ER?
•
•
•
•
•
•
•
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Empirical studies have shown
Gains in reading proficiency
Gains in vocabulary
Gains in writing ability
Gains in general proficiency
Growth in positive affect
Gains in confidence
Experience of Reading Enjoyment
How to Motivate Students
to Read Books Extensively
1. Provide easy materials.
2. Provide a variety of reading materials
on a wide range of topics.
3. Minimize after-reading tasks.
(Book reading record sheet - Gap filling
隙間埋め効果)
4. Secure in-class reading time.
Participants
* 401 Second-year EFL Japanese female high
school students (aged 16-17) over 7 years
＊Reading Proficiency Level
Beginning to high intermediate
＊English Learning Background
Four years of formal education before
extensive reading
＊English Classes (per week for 45 minutes
each)
Intensive Reading (3), Extensive Reading (2),
Grammar & Composition (3), Oral Communication (2)
Extensive Reading Class
• Duration: one academic year (April ~ February)
• Materials:
– Graded Readers (Cambridge, Heinemann, Longman,
Oxford, & Penguin: 200 ~ 1,800 word level)
– Picture Books (Addison-Wesley, Oxford, Random
House, Scholastic, Longman, etc.)
– Authentic Children’s Books (Magic Tree House & Tree
Tops)
• Requirements:
– Reading books in class and outside of classroom
– Filling in book a reading record sheet
– Writing book summaries (1998 – 2001)
Changes in Reading Practice
Materials
Word Level
Available
Books
After-reading
Activities
In-class Reading
1998
GR 400-1800
300
Summary in English
Rarely
1999
GR 300-1800
300 - 500
2000
GR 300-1800
500 - 600
Summary in Japanese
-> in English
Sometimes
2001
GR 200-1800
600 - 700
Summary in Japanese
-> in English
Sometimes
2002
GR 200-1800
Picture Books
700 - 900
Short comments
Sometimes
Summer Session
2003
GR 200-1800
Picture Books
Authentic Children’s Books
900 - 1,000
Short comments
10 Sessions
out of 60 (1/6)
2004
GR 200-1800
Picture Books
Authentic Children’s Books
1,000 - 1,300
Short comments
Once a week
(1/2 of all sessions)
Data Collection
* Amount of Reading
- Self-report record of books read
• Questionnaire
• Interviews with 1/3 of the participants
(1998 – 2003)
∑ of Words Read per Student
600,000
500,000
400,000
AVG
MIN
MAX
300,000
200,000
100,000
0
1998
1999
2000
2001
2002
2003
2004
∑ of Words Read per Student
Year 1998 1999 2000 2001
N
64
M ∑of
words
Min
Max
∑books
107
68
44
108,789
70,123
73,319
69,608
4,140
6,119
3,660
17
23
42
34
149,315 177,386
42
200,940
600 29,836 31,820 47,586
296,716 152,145 311,142 240,847
21
2002 2003 2004
21
491,261 427,885
64
93
553,240
202
∑ of Books Read per Student
250
200
1400-1700
1000-1200
600-800
300-400
200-250
PB
JPN Pub
150
100
50
0
1998 1999 2000
2001 2002 2003
2004
∑ of Books Read per Student
Year
1998 1999 2000 2001 2002 2003 2004
J.Pub
11.3
10.7
6.2
4.2
Pic. Bks
--
--
2.6
--
11.3
43.6 156.9
200-250
--
--
1.0
22.8
16.5
14.5
--
0.2
0.5
0.2
300-400
3.8
3.5
8.7
10.4
21.6
22.1
12.7
600-800
4.3
2.0
4.2
4.7
6.5
8.3
12.5
10001200
14001800
1.9
0.7
1.0
0.8
1.3
1.3
4.6
0.2
0.1
0.3
0.3
0.0
0.2
0.1
In-class Reading vs
Voluntary Reading (2004)
(Amount of Reading per Student)
In-class
(1st Term)
N = 42
Books
Outside of
Class (1st
Term)
Outside of
Class (Summer
Vacation)
Words Books Words Books Words
M
73.7 24,492
46.1 19,412
25.6
31,741
SD
19.42 12154.49
34.70 21162.14
27.04
38314.55
Correlations between
In-class Reading vs Voluntary Reading
Voluntary Reading
1st Term
Books
In-class Books .507**
Readin
Words
g
** Significant at p = .01
Words
Summer Vacation
Books
Words
.381**
.398**
.412**
Repeated-Measures ANOVA on the
Pre- and Post-SLEP Test Scores
(Gains in the SLEP Test)
44
42
1998
1999
2000
2001
2002
2003
2004
2002 L
40
38
36
34
32
Pre
Mid
Post
Correlations between
Reading Amount vs C Test Scores
1st Term
3rd Term
Gain
50.1
54.9
5.9
Words
43,931
200,940
157,009
Correlation
0.174
0.327*
0.315*
Center Test
Scores (%)
* Significant at p = 0.01
Advantages of In-class SSR
(Silent Sustained Reading)
• Students can
secure time to read.
share the joy of reading.
exchange information immediately.
be encouraged by others’ reading performance.
compete with each other to reading more.
• Teachers can
observe students’ reading performance.
give appropriate instruction on the spot.
give advice in effective reading.
Advantages of School Library
(Survey conducted by Takase 2004 – 2005)
1. The best book management
Keeping track of books
Saving administration time
2. Increase uses of the library
Keep reading after class
Reading books of other areas
Increase of studying time *
Attracting other students to ER *
3. Easy access for the students
Enabling students to browse and skim books
before deciding upon one to read
4. Clear signal of the university approval of ER
Interview Answers
• I had never thought I could read an English book.
• It was great we could choose books of our own.
• I was surprised that I was able to understand
English without translating into Japanese.
• I felt a sense of accomplishment and self
confidence when I finished a book.
• I am no longer afraid of 長文問題 in tests and
entrance examinations.
• I can read any kind of books in Japanese, but in
English I can read only easy books, which are
boring. (Need to raise the threshold level)
Implications
• How to attract and motivate reluctant students to
read more
• How to improve students’ English proficiency
• How to motivate colleagues to read books
extensively on their own
• How to persuade colleagues and schools to
introduce and promote ER
CONCLUSION
For a successful ER program
1. It is necessary to provide students
an abundance of easy books in
various genres.
2. It is necessary to minimize afterreading tasks.
3. It is necessary to give students
enough in-class reading time.
References
• Day, R., & Bamford, J. (1998). Extensive reading in the second
language classroom. Cambridge: Cambridge University Press.
• Bamford, J., & Day, R. (2004). Extensive Reading
Activities for Teaching Language. Cambridge: Cambridge
University Press.
• Dörnyei, Z. (1994a). Motivation and motivation in the foreign
language classroom. Modern Language Journal, 78(3), 273-284.
• Sakai, K. (2002) Kaidoku Hyakumango [Toward One Million
Words and Beyond]. Japan: Chikuma Shobo.
• Takase, A. (2004). Investigating Students’ Reading Motivation
through Interviews. Forum for Foreign Language Education, 3.
Institute of Foreign Language Education and Research, Kansai
University, Osaka: Naniwa Press.
• Takase, A. (2005). ある私立高校での多読授業への挑戦.
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