presentation

1、1,Company Logo,language learning,Copyright by ARTCOM PT All rights reserved.,The Effect of Pleasure Readingon Japanese University EFL Learners Reading Rates,Presentation,David Beglar Alan Hunt Yuriko Kite,Team members:魏梅玲 杨小莉,2011.11.28,2,Content,Abstract Introduction Literature review Methods Data

2、analysis Results Discussion Limitations Future research Conclusion,3,Abstract,1.Motivation Few second-language reading studies have examined the relationship between reading large amounts of text and fluency, and those studies they have tend to be problematic in terms of their designs and/or analyse

3、s. 2.Research aim In order to address this lack of empirical L2 reading fluency research and Investigate the effects of pleasure reading on the reading rate development. 3. Research design first-year Japanese university students (N=97) four groups: one intensive reading group, three pleasure reading

4、 groups test: pretest, posttest time: one academic year (two semesters/7 months) 4.Result,4,Introduction,1. Research territory Skilled reading depends on the effective operation of a wide range of cognitive processes, one of the more complex of which is fluency. 2. Definitions of fluency,5,Literatur

5、e Review,1. Fluency and its relationship to reading comprehension 1.1 cognitive and affective explanation 1.2 linguistic explanation for the positive relationship between fluency and comprehension: effective decoding of print-a prerequisite for achieving high levels of reading comprehension. This re

6、asoning is based on an information processing model view of reading. 1.2.1 Three lower level subskills can be divided into at least three levels of linguistics processing the word level, the syntactic level, the semantic level poor readers and good readers performance,6,Literature Review,2. Does ext

7、ensive reading lead to increases in reading fluency? 2.1 The background information 2.1.1 First and second-language reading experts largely agree upon the importance of in creasing reading rate and developing greater reading fluency. 2.1.2 Many of these L2 authorities also support the use of extensi

8、ve reading as a major way to develop L2 reading fluency. 2.2 Previous studies Much of both L1 and L2 extensive reading research focuses on vocabulary growth. (niche/gap)-very few researchers have concentrated on the effects of extensive reading on L2 fluency development. 2.3 Reading rate Explain why

9、 fluency is measured and operationalized as reading rate in this study. The combination of faster reading rate and adequate textual comprehension is a well-accepted approach to measuring fluency.,7,Literature Review,2. Does extensive reading lead to increases in reading fluency? 2.4 Previous researc

10、h on L1 reading rates 300 wpm Taylor, Frackenpohl, Pattee (1960) 180 wpm Higgins and Wallace (1989) 180 wpm Nutall (2005) Carver (1992) five rates based on basic reading processes the minimum L1 reading rates: 200 wpm Fry (1975) 180 wpm Higgins and Wallace(1989) 2.5 The reasonable reading rate goals

11、 for many L2 readers: these lower minimum L1 reading rates,8,20 Japanese University students, 17 weeks, two groups, 3-6 books, pretest and posttest reading passages (too difficult), not equivalent test, too short time,1989,1997,2001,2004,Previous studies of L2 reading rate,One academic year, three g

12、roups, two postreading tasks ( n=36, n=40), a required book for pretest and posttest A comparison group (n=38): 3-4 hours per week on cloze activities, read 32 stories, weekly vocabulary tests The extensive reading groups: 3-4 hours of extensive reading outside of class per week, Self-reported readi

13、ng times,elementary proficiency EFL learners Control group (n=12):intensive reading, short reading passages, tasks Extensive reading group( n=14), two-semester program Limitations: who, how much, how often, measure, no detailed data and comprehension scores,one semester, two groups, speed pretest an

14、d posttest( not equivalent) SRA cards, unsimplified books, write summaries, a course textbook different time on task,Literature review,3. Empirical studies of second language reading rate development: previous researches and their limitations,9,Empirical studies of second language reading rate devel

15、opment- previous researches and their limitations,Problematic in their research and reporting methods,L2 reading rate,10,Literature review,The purpose of the present study and research questions:,11,Literature review,1.To what degree did engaging in pleasure reading for one academic year affect the

16、participants reading rate? Groups that engage in more pleasure reading will show greater reading rate gains.,2. Were the pleasure reading group participants able to maintain adequate comprehension as their reading rates increased? The pleasure reading group participants comprehension of the reading

17、rate passages will stay the same or even increase as their reading rates increase.,3.What is the relationship between reading simplified and unsimplified books and the participants reading rate gains No hypothesis.,The effects of the pleasure reading of both simplified and unsimplified books on the

18、development of L2 learners reading rates,research question and hypothesis,research question and hypothesis,research question and hypothesis,12,Methods,1. participants First-year Japanese EFL learners (n=97, 73 females and 24 males 19-20 years), 3 hours per week of English-courses, reading classes: once a week for 90 minutes per session, one academic year 2. Design of the study A quasi-experimental research design, four intact reading classes: an untreated compariso