<abstract xmlns="http://www.w3.org/1999/xhtml"><p> In the last decade, extensive reading (ER) had been incorporated into English as a foreign language (EFL) education in various Japanese institutions. It restored the once broken balance of accuracy and fluency in traditional English education, and assisted reluctant EFL learners to start reading. However, ER required rather longer term for elementary learners to enjoy its benefits and the learners needed an extra encouragement to continue ER for the longer term. Book-talk was such an activity to encourage learners to read voluntary and to improve their language skills additionally. In a book-talk, several learners sat around a table, introduced the books they had read during the week, and accepted questions and comments from the others in turn. It also fitted well in lessons because 3-minute talks and 2-minute Q&amp;A of six members took only 30 minutes. We will report how the activity motivated elder students, who had three or more years’ experience of ER, to continue their reading outside the class, and how it encouraged autonomous ER of adult EFL learners, who were reading English books borrowing from the college library. A combination of few talks and many readings worked well in EFL settings.</p></abstract>

In the last decade, extensive reading (ER) had been incorporated into English as a foreign language (EFL) education in various Japanese institutions. It restored the once broken balance of accuracy and fluency in traditional English education, and assisted reluctant EFL learners to start reading. However, ER required rather longer term for elementary learners to enjoy its benefits and the learners needed an extra encouragement to continue ER for the longer term. Book-talk was such an activity to encourage learners to read voluntary and to improve their language skills additionally. In a book-talk, several learners sat around a table, introduced the books they had read during the week, and accepted questions and comments from the others in turn. It also fitted well in lessons because 3-minute talks and 2-minute Q&A of six members took only 30 minutes. We will report how the activity motivated elder students, who had three or more years’ experience of ER, to continue their reading outside the class, and how it encouraged autonomous ER of adult EFL learners, who were reading English books borrowing from the college library. A combination of few talks and many readings worked well in EFL settings.

Book-Talk: An Activity to Motivate Learners to Read Autonomously in a Foreign Language

Journal of Language and Cultural Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

In the last decade, extensive reading (ER) had been incorporated into English as a foreign language (EFL) education in various Japanese institutions. It...

Book-Talk: An Activity to Motivate Learners to Read Autonomously in a Foreign Language

Publié en ligne: 18 sept. 2018

Pages: 145 - 157

DOI: https://doi.org/10.2478/jolace-2018-0010

Mots clés
book-talk, extensive reading, encouragement, longer term, English as a foreign language

© 2018 Hitoshi Nishizawa, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Book-Talk: An Activity to Motivate Learners to Read Autonomously in a Foreign Language

Publié en ligne: 18 sept. 2018

Pages: 145 - 157

DOI: https://doi.org/10.2478/jolace-2018-0010

Mots clésbook-talk, extensive reading, encouragement, longer term, English as a foreign language

© 2018 Hitoshi Nishizawa, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Mots clés
book-talk, extensive reading, encouragement, longer term, English as a foreign language