Motoko Fukaya 
Keio University
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Abstract

Extensive reading(ER), which has been accepted among TESOL teachers as one of the effective approaches to improve learners’ English proficiency, has been, on the other hand, neglected by teachers of English and literature. It seems strange and even ridiculous that English teachers who have chosen “reading books” as their job or life itself have paid little/no attention to ER because its basic and main activity is “reading books.” It is also true, however, that previous researches on ER have focused on its efficiency as a teaching/learning method of ESL/EFL and not discussed its educational effect as a reading activity. The fundamental purpose of reading books in ER should be redefined, so that teachers of English and literature could learn that what they are doing as a profession and what learners are supposed to do in ER classes are not at all different.

This paper first shows the importance of reading language learner literature extensively and its positive effects on learners as a ladder to authentic one. Next, it discusses what “reading books” is, referring to Rosenblatt and Hall’s definitions of reading and Sato’s theory of learning. Their idea that we learn something when we are involved in a dialogue/interaction with texts/others/ourselves was successfully implemented in my ER classes at Keio University in 2009. The results and students’ comments are also reported.

1. What is extensive reading(ER)?

As Longman Dictionary of Applied Linguistics defines that “extensive reading means reading in quantity” and “it is intended to develop good reading habits, to build up knowledge of vocabulary and structure, and to encourage a liking for reading” (Richards, Platt & Weber, 1985, p.100), the main focus of ER classes is to let students read a large amount of books which interest them. Day & Bamford (1998) emphasize that “they should choose material that can be read with ease and comfort” (p.121). Students are allowed not only to choose books they want to read but also to stop reading if they don’t like them. They are even encouraged not to use dictionaries because reading through an English book without a break of concentration is dispensable for reading extensively. A sense of accomplishment coming from that experience affects readers’ motivation to read faster and more. That is why basic material for ER is easy. Students understand all the words before they look them up in dictionaries and translate them. This physical sense of understanding, which always happens when we read in our native language, is the key of reading easy material extensively as a first step of ER.

2. Language Learner Literature

Day & Bamford (1998) regard “language learner literature” as the most useful and attractive material for ER and define it as follows:

Language learner literature is ... varied, attractive material at different levels of difficulty. It includes books of all kinds, as well as magazines and newspapers produced especially for second language learners [italics added]. (p.97)

The key concept of language learner literature is that every learner of any English proficiency can find the best book for him/herself. Graded readers (ex. Penguin Readers, Oxford Bookworms, Macmillan Readers etc.) are the most well-known materials as language learner literature since all the titles are leveled and retold for second/foreign language learners.

Another advantage of this category is that a great number of books included in it are classic works of literature adapted for language learners (ex. Little Women, Robinson Crusoe, Oliver Twist, 1984, etc.). It could not be surprising if not a few of English teachers who are “familiar with the originals have expressed disappointment and even horror at the adapted versions” (Day & Bamford, 1998, p.97), but students have reacted otherwise. The results of a post-course questionnaire administered in ER classes at Keio University show that 85% of the students approved language learner literature and 63% was motivated to read original versions after reading it. According to their comments, they approved it as a ladder to the pleasure reading of authentic literature. Bamford & Day (1997) point out:

What makes texts written by and for native speakers authentic is that they are instances of communication between writer and intended audience. Thus, when a writer communicates with an intended audience of language learners at a particular level of proficiency, the resultant text is authentic. (p.3)

Thus, language learner literature can be called authentic as much as adapted versions of so-called “world masterpieces” for children can be authentic for children. What is most important is “instances of communication between writers/texts and intended audience”.

3. Literature Review

In order to make clearer how language learner literature works as a ladder, more detailed analysis of students’ comments would be useful. In the questionnaire, students mentioned four reasons to approve learner literature. 1) They were easier and shorter than originals. 2) Grammar and vocabulary were within their level of English proficiency. 3) All titles were leveled and 4) the progress could be seen clearly. These comments imply that simplified and leveled texts lowered their affective filter and motivated them to read faster and more. This is what previous researches have pointed out as the biggest advantage of ER. Krashen (2004) stated, “we acquire language in only one way: by understanding messages, or ‘obtaining comprehensible input’ in a low-anxiety situation” (p.37). Nuttall (1996) ’s “virtuous circle of the good reader” (p.127) supports Krashen’s theory. If you understand better, you can enjoy reading and read faster and more. Then you understand much better, you can enjoy much more and the virtuous circle goes on and on.

Moreover, many researchers have proven that extensive reading in a low-anxiety situation affects favorably students’ attitude toward reading in English, and consequently, improves their English proficiency, such as reading skill, reading speed, listening skill, writing skill and vocabulary acquisition (Cho & Krashen, 1994: Elley & Mangubhai, 1983; Hafiz & Tudor, 1989; Kanda, 2009; Kobayashi, Kawachi,, Fukaya, Sato, & Tani, 2010; Mason & Krashen, 1997; Takase, 2007).

4. What is “reading books”?

As stated above, the benefits of ER come from pleasure reading of easy material. A large number of previous researchers emphasize in chorus that students enjoy reading English books in their ER classes. This common understanding, however, prompts some simple questions. How do they enjoy reading them? Do they find reading English enjoyable? Or do they enjoy learning something from reading books? Don’t they get anything else from reading books other than learning to read English fluently? In the first place, what is “reading books”? Few researchers of ER have asked these questions so far.

The following quotation from Rosenblatt (1978) would help us to answer these rather fundamental questions concerning “reading books.”

The reader brings to the text his past experience and present personality. Under the magnetism of the ordered symbols of the text, he marshals his resources and crystallizes out from the stuff of memory, thought, and feeling a new order, a new experience, which he sees as the poem. This becomes part of the ongoing stream of his life experience, to be reflected on from any angle important to him as a human being. (p.12)

Rosenblatt states here that reading is not an isolated experience separated from other experiences of the reader outside of the book. Reading involves the reader’s life or existence as a whole. The expression, “crystallizes out a new order, a new experience” should be noted. The reader is supposed to discover or create something new from reading a text, using his memory, thought, feeling and personality as resources.

About reading literature, Hall (2005) explains “... literature comes into being as an interaction between texts with certain linguistic tendencies and readers with certain expectations and interests, including reading for curiosity, pleasure, and ‘to expand horizons’” (p.121). He points out here that reading literature is an interaction between texts and readers who expect to expand horizons.

Their idea that reading texts/books/literature is communication or an interaction between texts and readers, from which “a new order, a new experience, or a new horizon” would be discovered or created shares a key concept with Sato (1999) ’s theory of “learning.” Sato argues in his book, The Pleasure of Learning, that “learning” is a dialogue or an interaction with the world (=texts, materials), with others and with oneself. In other words, students learn something when they are involved in a dialogue or an interaction with texts, others and themselves.

5. Suggestion of another approach of ER

What are the implications of these ideas of reading and learning? No researchers or instructors of ER would deny the basic and main activity of ER is reading books. Nevertheless, it seems that students are just expected to enjoy reading (but not instructed how to) and acquire English proficiency. A large majority of previous researches have reported the amount read or score gain in English proficiency tests, but have not mentioned what students learned from reading books. If this was the case, would they lose a great opportunity of “learning” from “reading books”? Would they be deprived of a chance to be involved in an interaction with books/others/themselves and discover new ideas of life or human beings?

Only one example of an ER program focusing on “learning” from “reading books” could be found so far: Mizuno (2005) ’s Interactive Reading Community Project. Based on Sato’s theory, Mizuno implemented ER as a way to interact with the world, others and oneself. He set up an Interactive Reading Community Web site and promoted students to “read and talk about books they have read in reciprocal relationships between peers in the classroom and online” (p.75).

When students are expected to read books in ER classes and learn something from reading them, it must be the job of us teachers to guide them to achieve a dialogue/interaction with books/others/themselves, as in Mizuno’s project. Students should be encouraged to read books not only for language acquisition, but for “a new order, a new experience” coming through a dialogue/interaction with texts/others/themselves. In addition, teachers of English and literature should be aware that they are especially qualified to guide students to the latter part, because what they do as their profession ought to be searching for a new order, a new horizon coming through such a dialogue/interaction.

6. ER classes at Keio University

Based on the suggestions stated above, I set two goals for my ER classes at Keio University in 2009. The first was to read language learner literature extensively without dictionaries, to read faster and more and to enjoy reading. Many years of hard studying for entrance exams gave Keio students enough knowledge of grammar and structure, though they became totally dependent on dictionaries to read in English. Extensive reading of easy material for the first few months could help them to get rid of their obsession about looking up words and translation. Another goal, particularly for the second semester, was to read books not for test scores or grades, but for something more, which comes through a dialogue or an interaction with texts, classmates and oneself.

6.1 In-class reading

What my students did regularly in class was in-class reading. Students read books of their choice silently, while I observed and gave them advice when they looked uncomfortable or not concentrated on reading. 30 to 60 minutes were given to this in each class. In-class reading is beneficial for three reasons. Firstly, it enables students to set aside enough time for reading every week even when they are busy outside class. Secondly, it gives teachers opportunities to observe students’ attitude toward reading and give them pointed advice at the right moment. Lastly, students could go on reading with the help of class community, especially when they get tired of reading. Sakai & Kanda (2005), Takase (2008) and Kobayashi, Kawachi, Fukaya, Sato, & Tani (2010) strongly support the effects of in-class reading.

To get students in the habit of reading English books every day outside class, I assigned them homework, such as a book report called “The book I recommend” and a reading project called “5 books for 2 weeks.” The students had to read a certain number of books before a deadline to finish them, which was quite effective to encourage them to read extensively.

6.2 Class library

I prepared a class library, collecting 1,000 yen from each student. All the books were put in an enormous roller bag which I took to the classroom every week. Students picked books from it and began to read. The time when they were looking for books in this movable library was the best chance for me to talk with them about books. I took this opportunity to recommend adapted versions of classic works, such as A Christmas Carol, Jane Eyre, Emma, Macbeth, The Great Gatsby, Crime and Punishment and so on. Students were allowed to borrow books from the Class Library when they wanted to read at home.

It is worth mentioning that a large majority of students have not read such world masterpieces before even in Japanese. From this viewpoint, ER classes could be a perfect opportunity for them to read classic works of literature. Students’ desire to learn to read fluently in English could take them to the land of wonder in literature, which is a crucial advantage of ER which teachers of literature should not overlook.

6.3 The amount read

The following (Table 1) is the results of the amount read. As for graded readers, the amount read was counted by words, and as for authentic material, it was counted by pages. 

Table 1: The amount read in Keio ER classes, 2009

Considering students were told at the beginning of the course that reading amount would not be reflected on evaluation, it could be said the amount read shown above was achieved not for grades, but for something else, such as for pleasure or a sense of accomplishment.

7. Projects to promote “learning” from “reading books”

In the second semester, the focus of reading was shifted from amount to content. I implemented the following activities to promote them to interact with texts, others and themselves, while letting them continue reading extensively.

7.1 Shared Reading

< Procedures >

1. Make groups of 3-4 members.

2. Choose a book they want to read

3. Read the book in 2-3 weeks.

4. Fill in the worksheet for discussion, which includes 1) questions you want to ask your partners, 2) the most impressive passage, 3) what you learned from the book.

5. Discussion in class

6. Final evaluation of the book

Shared Reading is an activity which requires students 1) to read a book carefully and critically, 2) to reflect on what they have read and “crystallizes out a new order, a new experience,” and 3) to exchange ideas of a new order/experience with others who have read the same book. Moreover, they are expected to experience a deeper interaction with the book and themselves after the discussion, having learned different interpretations or insights of their classmates.

What students learned through Shared Reading was clearly shown in their worksheets. A 1st year female student, who read 1984 by George Orwell with other two members, wrote that she didn’t understand why Winston Smith began to love Big Brother at the end of the novel. She tried to answer it by herself, but couldn’t. In the discussion, however, she was overwhelmed by her group member’s comment: the love for something whose existence you could not prove would never be rejected while the love for a living woman was. This idea convinced her and her understanding of the text was deepened. Three 2nd year male students, who read a picture book, The Missing Piece, seemed to discuss what happiness is, judging from their worksheets, and agreed on the fact that the state of missing something could be the sources of people’s happiness.

In the post-course questionnaire, 85 % of the students supported Shared Reading and commented as follows:

• I discovered something new.
• I enjoyed talking with my classmates about the book we read.
• I could develop my ideas about a book with the help of other people’s comments.
• Discussion gave me a chance to think deeply about the theme or message of the book.
• It was a great opportunity to read a book carefully.

From these results and comments, it could be concluded that Shared Reading gave students opportunities to interact with texts, others and themselves.

7.2 Final Book Report: Three Books of the Year

At the end of the second semester, I assigned a final book report in English titled “Three Books of the Year.”

< Procedures >

1. Choose two favorite books from all you read for ER class this year.

2. Choose another favorite book from all you read for your own sake this year. A book written in any language is acceptable.

3. Search for something the three books have in common.

4. Write a book report in 500-600 words, making clear what they have in common, with a summary and your comment on each book.

The main purpose of this book report was to create a situation in which “L1 and L2 reading habits begin to converge” (Brown, 2009, p.94), in other words, to let students find out that reading in your own language and reading in English are the same experiences of “reading books”. Otherwise, they would never get rid of their obsession about “studying” English as a subject when they read books in English.

The success of this assignment was proven by the fact that all the students successfully converged their L1 and L2 reading habits by pointing out the common points they found in books they read. For example, a 1st year female student chose The Phantom of the Opera, Wuthering Heights and Shunkinsho (A Portrait of Shunkin) by Tanizaki Junichiro as her favorite and concluded that all of them had taught her that “love is a monster.” Another 2nd year male student who chose Who Moved My Cheese? The Boy in the Striped Pajamas and a Japanese book, A Job Connecting the World with 20 Yen. He wrote that they attracted him because themes of each book were all related to his own experience this year. These comments of the students show that they achieved a dialogue/interaction with texts and themselves, and succeeded in converging their L1 and L2 reading habits.

8. Concluding remarks

It is true that ER is one of the promising means of language acquisition. But a little bit more attention should be paid to its other advantage. Reading books in ER classes could be a great opportunity for students to learn from interaction with texts, others and themselves. Kamei Shunsuke(2007) declares that “the basics and essence of studying literature is to read texts carefully, reflect on what we have read, and express our ideas of it straightforwardly” (p.366, translation mine). This is what we teachers of English and literature ought to do as scholars as well as what we expect students to do when they read books. We are just a few years ahead of them, but those years of experience have qualified us to guide them to the wonder of “reading books”.

References

Bamford, J., & Day, R. R. (1997). Extensive reading: What is it? Why bother? The Language Teacher Online, 21(5). Retrieved February 2, 2007 from http://jalt-publications.org/tlt/97/may/extensive.html

Brown, P. (2009). Graded readers, reading levels and readability: Publisher, teacher, student. In P. Brown, M. Kanda, & A, Yamamoto, Extensive reading in the Japanese university: a pilot study (pp. 84-96), Language, Culture, Society,7, 81-117.

Cho, K., & Krashen, S. (1994). Acquisition of vocabulary from the sweet valley kids series: Adults ESL acquisition. Journal of Reading, 37, 662-667.

Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.

Elley, W. B., & Mangubhai, F. (1983). The impact of reading on second language learning. Reading Research Quarterly, 19. 53-67.

Hafiz, F. M., & Tudor, I. (1989). Extensive reading and the development of language skills. ELT Journal, 43 (1), 4-13.

Hall, Geoff. (2005). Literature in Language Education. Hampshire: Palgrave Macmillan.

Kamei, S. (2007). Afterword: About Classic American Literature Club, Further Readings and Discussions on Classic American Literature(pp. 365-371), Classic American Literature Club(Ed.), Nan'undo, Tokyo.

Kanda, M. (2009). Long-term effects on ER on English reading ability: A case study. In P. Brown, M. Kanda, & A, Yamamoto, Extensive reading in the Japanese university: a pilot study (pp. 97-105), Language, Culture, Society,7, 81-117.

Kobayashi, M., Kawachi, T., Fukaya, M., Sato, T., & Tani, M. (2010). The potential of extensive reading: Promoting English learning and much more. Tokyo; Seibido. Krashen, S. (2004). The power of reading: Insights from the research (2nd ed.). Westport, CT: Libraries Unlimited.

Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25, 91-102.

Mizuno, K.(2005). Designing a reciprocal reading environment which supports the interaction between books and readers and creates the ties that bind readers together. Computer & Education, 19, 75-84.

Nuttall, C. (1996). Teaching reading skills in a foreign language. Oxford: Macmillan Publishers.

Richards, J. C., Platt, J., & Weber, H. (1985). Longman Dictionary of Applied Linguistics. Essex: Longman.

Rosenblatt , L. M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press.

Sakai, K., & Kanda, M. (2005), Kyoshitsu de yomu eigo 100 mango [Reading one million words in English classroom]. Tokyo: Taishukan.

Sato, M. (1999). Pleasure of Learning: Toward dialogue. Kanagawa: Seori-shobo. Takase, A. (2007). Japanese high school students’ motivation for extensive L2 reading. Reading in a Foreign Language, 19(1), 1-18.

Takase, A. (2008). The two most critical tips for a successful extensive reading program. Kinki University English Journal 1, 119-136. As for the idea of Shared Reading, I owe a lot to my ex co-workers at Seikei University, Megumi Kobayashi and Tomoko Kawachi.