Wiwin Ika Setiani ( 09250064 ) Reading 1.Extensive Reading Extensive reading is an approach to language learning, including foreign language learning, by the means of a large amount of reading. The learners view and review of unknown words in specific context will allow the learner to infer the word's meaning, and thus to learn unknown words. . This is the way we usually read when we are reading for pleasure for example; a novel, biography or graded reader While the mechanism is commonly accepted as true, its importance in language learning is disputed. Extensive is when you try to cover vast amounts of materials, but just skip over the parts you don’t know and try to get the general gist of things. It’s all about context and the big picture. Once you get awesome, you can just sit down and read a book and understand everything, and you’re doing an extensive exercise still. Extensive reading is contrasted with intensive reading, which is slow, careful reading of a small amount of difficult text – it is when one is "focused on the language rather than the text".[1] Extensive and intensive reading are two approaches to language learning and instruction, and may be used concurrently;[1] intensive reading is however the more common approach, and often the only one used
2. Intensive Reading Intensive reading involves learners reading in detail with specific learning aims and tasks. It can be compared with extensive reading, which involves learners reading texts for enjoyment and to develop general reading skills.Intensively read the whole text since it clearly is centrally relevant, so as to understand and evaluate its content in depth Example : The learners read a short text and put events from it into chronological order. In the classroom Intensive reading activities include skimming a text for specific information to answer true or false statements or filling gaps in a summary, scanning a text to match headings to paragraphs, and scanning jumbled paragraphs and then reading them carefully to put them into the correct order. I. The intensive Reading Technique is reading for a high degree of comprehension and retention over a long period of time. II. Intensive Reading is basically a "study" technique for organizing readings which will have to be understood and remembered. One may have good comprehension while reading line-by-line, but remembering is what counts! III. Intensive Reading is not a careful, single reading, but is a method based on a variety of techniques like scanning, the surveying techniques of planning your purpose, and others. Principles of Intensive Reading O - Overview S - Summarize P - Purpose T - Test Q - Questions U - Understanding R - Reading These seven procedures cover the method for very effective reading for detailed comprehension and long retention. Intensive is about studying minute details and trying to wring absolutely every drop of information out of a section of text. The easy way to compare these two types is reading the same paragraph 100 times (intensive) vs. reading 100 different paragraphs (extensive). Differences : • Extensive Reading - longer texts for pleasure and needing global understanding • Intensive Reading - shorter texts, extracting specific information, accurate reading for detail.
Name : Try Dina Marianti NIM : 09250062/PBI 02/IAIN RF PLG
Intensive Reading, sometimes called "Narrow Reading", may involve students reading selections by the same author or several texts about the same topic. When this occurs, content and grammatical structures repeat themselves and students get many opportunities to understand the meanings of the text. The success of "Narrow Reading" on improving reading comprehension is based on the premise that the more familiar the reader is with the text, either due to the subject matter or having read other works by the same author, the more comprehension is promoted. Intensive reading is used to teach or practice specific reading strategies or skills. The text is treated as an end in itself.
Characteristics: • usually classroom based • reader is intensely involved in looking inside the text • students focus on linguistic or semantic details of a reading • students focus on surface structure details such as grammar and discourse markers • students identify key vocabulary • students may draw pictures to aid them (such as in problem solving) • texts are read carefully and thoroughly, again and again • aim is to build more language knowledge rather than simply practice the skill of reading • seen more commonly than extensive reading in classrooms
Extensive Reading What it is • Brown (1989) explains that extensive reading is carried out "to achieve a general understanding of a text." • Long and Richards (1971, p.216) identify extensive reading as "occurring when students read large amounts of high interest material, usually out of class, concentrating on meaning, "reading for gist" and skipping unknown words." • The aims of extensive reading are to build reader confidence and enjoyment. • Extensive reading is always done for the comprehension of main ideas, not for specific details. Extensive reading on the other hand, involves reading of large quantities of material, directly and fluently. It is treated as a means to an end
Characteristics: Day and Bamford (1980) put forward ten characteristics identified in successful Extensive Reading Programs. They are duplicated (in abbreviated form) below: 1. Students read as much as possible. 2. A variety of materials on a range of topics is available. 3. Students select what they want to read . 4. The purposes of reading are usually related to pleasure, information and general understanding. 5. Reading is its own reward. 6. Reading materials are well within the linguistic competence of the students in terms of vocabulary and grammar. 7. Reading is individual and silent. 8. Reading speed is usually faster than slower. 9. Teachers orient students to the goals of the program. 10. The teacher is a role model of a reader for the students
SUMBER : http://fis.ucalgary.ca/Brian/611/readingtype.html#overview
Name : Try Dina Marianti Nim : 09250062/pbi 02/iain rf plg
Intensive Reading, sometimes called "Narrow Reading", may involve students reading selections by the same author or several texts about the same topic. When this occurs, content and grammatical structures repeat themselves and students get many opportunities to understand the meanings of the text. The success of "Narrow Reading" on improving reading comprehension is based on the premise that the more familiar the reader is with the text, either due to the subject matter or having read other works by the same author, the more comprehension is promoted. Intensive reading is used to teach or practice specific reading strategies or skills. The text is treated as an end in itself.
Characteristics: • usually classroom based • reader is intensely involved in looking inside the text • students focus on linguistic or semantic details of a reading • students focus on surface structure details such as grammar and discourse markers • students identify key vocabulary • students may draw pictures to aid them (such as in problem solving) • texts are read carefully and thoroughly, again and again • aim is to build more language knowledge rather than simply practice the skill of reading • seen more commonly than extensive reading in classrooms
Extensive Reading What it is • Brown (1989) explains that extensive reading is carried out "to achieve a general understanding of a text." • Long and Richards (1971, p.216) identify extensive reading as "occurring when students read large amounts of high interest material, usually out of class, concentrating on meaning, "reading for gist" and skipping unknown words." • The aims of extensive reading are to build reader confidence and enjoyment. • Extensive reading is always done for the comprehension of main ideas, not for specific details. Extensive reading on the other hand, involves reading of large quantities of material, directly and fluently. It is treated as a means to an end
Characteristics: Day and Bamford (1980) put forward ten characteristics identified in successful Extensive Reading Programs. They are duplicated (in abbreviated form) below: 1. Students read as much as possible. 2. A variety of materials on a range of topics is available. 3. Students select what they want to read . 4. The purposes of reading are usually related to pleasure, information and general understanding. 5. Reading is its own reward. 6. Reading materials are well within the linguistic competence of the students in terms of vocabulary and grammar. 7. Reading is individual and silent. 8. Reading speed is usually faster than slower. 9. Teachers orient students to the goals of the program. 10. The teacher is a role model of a reader for the students
SUMBER : http://fis.ucalgary.ca/Brian/611/readingtype.html#overview
The difference between an extensive reading and intensive reading
Extensive is the one of way reading. In extensive reading usually the students effort to get the essence from the story/problem. Just skip over the parts that they don't know and try to get the general gist of things. It develops at the student's own pace according to individual ability. It will be selected at a lower level of difficulty than that for intensive reading. The purpose of extensive reading is to train the students to read directly and fluently in the target language for enjoyment without the aid of the teacher.
Intensive is about studying minute details and trying to wring absolutely every drop of information out of a section of text. It is related to further progress in language learning under the teacher's guidance. Students will study short stories and extracts from novels, chosen for the standard of difficultly of the language and for the interest they hold for this particular group of students. Intensive reading is generally at a slower speed and requires a higher degree of understanding to develop and refine word study skills, enlarge passive vocabulary, reinforce skills related to sentence structure, increase active vocabulary, distinguish among thesis and fact.
THE DIFFERENCE OF AN EXTENSIVE READING AND INTENSIVE READING
Reading is an activity that can add someone’s knowledge about important news and also some new vocabulary items.
Graham Stanley, Extensive Reading involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts. It means that students are given freedom to choose their own topic which they think are interested to be discussed. In this case, the students also have to find supported articles related to the topic in order to give them background knowledge, so that they know more about the topic they have chosen. It is different from
Intensive Reading that does not allow the students to find a topic they like. The topic is given by the teacher. The students also do not necessary to look for supported articles because the topic which is chosen by the teacher is usually short and easy to understand.
The another difference is about students’ activity in class. In Extensive Reading the students’ activity is more complex than in Intensive Reading. The students, in Extensive Reading class, usually are asked to write a summary after reading an article/ passage. As we know, writing summary is not an easy thing to do. It allows learners to assert full control, both of the main factual or fictional content of an article/ book, and of the grammar and vocabulary used to express it (Bell, 1998). Besides, the students also will do a short presentation on what they have read. By doing short presentation, the students will have knowledge of the right preparation, self- independence and autonomy (Bell, 1998). While in Intensive Reading, instead of writing summary and having presentation, the students are asked to answer some questions related to the topic which is given by the teacher. Usually, all of the answers are available on the text, so that the students only rewrite it.
Extensive reading is an approach to language learning, including foreign language learning, by the means of a large amount of reading. Intensive reading, as I see it, is the practice of reading short-to-medium length passages with the aim of focusing on specific text-based elements, such as comprehension, vocabulary, etc. Intensive Reading (IR) occurs when the learner is focused on the language rather than the text. For example, the learner may be answering comprehension questions, learning new vocabulary, studying the grammar and expressions in the text, translating the passage (sometimes called 'careful reading'), or other tasks that involve the student in looking intensively (inside) the text. Most often all the students read the same short text that the teacher decided.
THE DIFFERENCE OF AN EXTENSIVE AND INTENSIVE READING
Intensive reading - you read with concentration and great care in order to understand exactly the meaning of what you read. This is particularly necessary for legal documents, financial documents, academic reports and anything to do with business.
Extensive reading - you read as many different kinds of books/journals/papers as you can, chiefly for pleasure, and only needing a general understanding of the content.
REFFERENCE http://answers.yahoo.com/question/index?qid=20070902105045AAyuK6a (2012) http://www.querycat.com/question/f9d7022094f6b78de687d43ab03d8054 Anglika.2008.Available on: http: //www.usingenglish.com/forum/ask-teacher/67631-what-difference-between-intensive-extensive-reading.html.Accessed on 7 May 2008.
Nim : 09250049 Intensive and extensive reading Reading has traditionally been divided into two types: intensive and extensive. In broad terms, intensive reading may be described as the practice of particular reading skills and the close linguistic study of text. Extensive reading, on the other hand, can be defined as reading a large quantity of text, where reading confidence and reading fluency are prioritised. Example Extensive reading, The learners read a short text and put events from it into chronological order.
Intensive reading activities include skimming a text for specific information to answer true or false statements or filling gaps in a summary, scanning a text to match headings to paragraphs, and scanning jumbled paragraphs and then reading them carefully to put them into the correct order. • Extensive Reading usually means reading a lot of self-selected easy, interesting texts, and doing few or no exercises afterwards. • Extensive Reading is a way to teach a foreign language (in general) and a way to teach reading (in particular).
Reference
Coady, J. 1997. L2 vocabulary acquisition through extensive reading. In J. Coady & T. Huckin. (eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 225-237). Cambridge: Cambridge University Press. . http://www.teachingenglish.org.uk/knowledge-database/intensive-reading
It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
2. Intensive Reading:
The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
B. Extensive reading vs. Intensive reading
Extensive reading as a term naming an approach to teaching a foreign language reading was introduced by Harold Palmer and Michael West after piloting a project of ER in India. The term was chosen to distinguish extensive reading from intensive reading. Intensive reading refers to “careful reading (or translation) of shorter, more difficult foreign language texts with the goal of complete and detailed understanding” (Bamford and Welsh 1). On the other hand Extensive Reading is based on reading easy material that contains mostly one to two unknown words per page for general understanding. Students choose their own materials and can stop reading if the material is not interesting for them. There are no tests after reading; student’s personal reaction to reading is the goal. ER imitates reading in the first language in the way that its key elements are purpose and pleasure (Bamford and Welsh 1). Bamford states that Intensive reading can be associated with teaching of reading in terms of its component skills i.e. distinguishing the main idea of a text, reading for gist etc. Extensive reading, in contrast, is generally “associated with reading large amounts of text with the aim of getting the overall meaning of the text rather than the meaning of individual words or sentences.” (Bamford and Welch 1)
C. The following list offers basic characteristics of each approach:
Linguistic focus • Intensive reading ( Analysis of the language) • Extensive reading ( Fluency, skill forming ) DIFFICULTY • Intensive reading ( Usually difficult ) • Extensive reading ( Very easy ) Amount • Intensive reading ( little ) • Extensive reading ( a book a week ) Selection • Intensive reading ( teacher selects ) • Extensive reading ( learner selects ) What materials • Intensive reading ( All learners study the same material ) • Extensive reading ( All learners read different things (something interesting to them ) Where • Intensive reading ( in class) • Extensive reading ( Mostly at home ) Comprehension • Intensive reading ( Checked by specific questions ) • Extensive reading ( Checked by reports / summaries )
References Stanley, Graham. “Extensive Reading”. BBC /British Council teaching English – Reading. 7 May 2007. .
Vaezi, Shahin. “Theories of Reading 2”. BBC /British Council teaching English – Reading. 7 May 2007. .
Susser, Bernard and Thomas N. Robb. “EFL Extensive Reading Instruction: Research and Procedure”. JALT Journal, 12.2 (Nov 1990). 7 May 2007.
Bamford, Julian and Richard R. Day. Extensive Reading Activities for Teaching Language. Cambridge: CUP, 2004.
Bamford, Julian and Roberta Welch. “Starting Extensive Reading Programs at Universities, Vocational Schools and Language Schools”. 7 May 2007.
Hill, David R.. “Setting Up An Extensive Reading Prgramme: Practical Tips”. The Language Teacher Online. 7 May 2007.
It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
2. Intensive Reading:
The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
B. Extensive reading vs. Intensive reading
Extensive reading as a term naming an approach to teaching a foreign language reading was introduced by Harold Palmer and Michael West after piloting a project of ER in India. The term was chosen to distinguish extensive reading from intensive reading. Intensive reading refers to “careful reading (or translation) of shorter, more difficult foreign language texts with the goal of complete and detailed understanding” (Bamford and Welsh 1). On the other hand Extensive Reading is based on reading easy material that contains mostly one to two unknown words per page for general understanding. Students choose their own materials and can stop reading if the material is not interesting for them. There are no tests after reading; student’s personal reaction to reading is the goal. ER imitates reading in the first language in the way that its key elements are purpose and pleasure (Bamford and Welsh 1). Bamford states that Intensive reading can be associated with teaching of reading in terms of its component skills i.e. distinguishing the main idea of a text, reading for gist etc. Extensive reading, in contrast, is generally “associated with reading large amounts of text with the aim of getting the overall meaning of the text rather than the meaning of individual words or sentences.” (Bamford and Welch 1)
C. The following list offers basic characteristics of each approach:
Linguistic focus • Intensive reading ( Analysis of the language) • Extensive reading ( Fluency, skill forming ) DIFFICULTY • Intensive reading ( Usually difficult ) • Extensive reading ( Very easy ) Amount • Intensive reading ( little ) • Extensive reading ( a book a week ) Selection • Intensive reading ( teacher selects ) • Extensive reading ( learner selects ) What materials • Intensive reading ( All learners study the same material ) • Extensive reading ( All learners read different things (something interesting to them ) Where • Intensive reading ( in class) • Extensive reading ( Mostly at home ) Comprehension • Intensive reading ( Checked by specific questions ) • Extensive reading ( Checked by reports / summaries )
References Stanley, Graham. “Extensive Reading”. BBC /British Council teaching English – Reading. 7 May 2007. .
Vaezi, Shahin. “Theories of Reading 2”. BBC /British Council teaching English – Reading. 7 May 2007. .
Susser, Bernard and Thomas N. Robb. “EFL Extensive Reading Instruction: Research and Procedure”. JALT Journal, 12.2 (Nov 1990). 7 May 2007.
Bamford, Julian and Richard R. Day. Extensive Reading Activities for Teaching Language. Cambridge: CUP, 2004.
Bamford, Julian and Roberta Welch. “Starting Extensive Reading Programs at Universities, Vocational Schools and Language Schools”. 7 May 2007.
Hill, David R.. “Setting Up An Extensive Reading Prgramme: Practical Tips”. The Language Teacher Online. 7 May 2007.
Extensive reading Extensive reading is an approach to language learning, including foreign language learning, by the means of a large amount of reading. The learners view and review of unknown words in specific context will allow the learner to infer the word's meaning, and thus to learn unknown words. While the mechanism is commonly accepted as true, its importance in language learning is disputed.
Extensive reading is contrasted with intensive reading, which is slow, careful reading of a small amount of difficult text – it is when one is "focused on the language rather than the text". Extensive and intensive reading are two approaches to language learning and instruction, and may be used concurrently; intensive reading is however the more common approach, and often the only one used. Extensive reading has been used and advocated in language learning since at least the 19th century. The idea behind extensive reading is that a lot of reading of interesting material that is slightly below, at, or barely above the full comprehension level of the reader will foster improved language skills.
Intensive reading Intensive is about studying minute details and trying to wring absolutely every drop of information out of a section of text. The intensive Reading Technique is reading for a high degree of comprehension and retention over a long period of time. Intensive Reading is basically a "study" technique for organizing readings which will have to be understood and remembered. One may have good comprehension while reading line-by-line, but remembering is what counts. Intensive reading involves learners reading in detail with specific learning aims and tasks. It can be compared with extensive reading, which involves learners reading texts for enjoyment and to develop general reading skills.
Extensive and Intensive are different in some cases. two differences between Extensive Reading and Intensive Reading; therefore Extensive Reading has more important purpose compared to Intensive Reading in broadening students’ knowledge.
The first difference is that Extensive Reading covers large area, while Intensive Reading covers narrower area. According to Graham Stanley, Extensive Reading involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts. It means that students are given freedom to choose their own topic which they think are interested to be discussed. It is different from Intensive Reading that does not allow the students to find a topic they like. The topic is given by the teacher. The students also do not necessary to look for supported articles because the topic which is chosen by the teacher is usually short and easy to understand.
The second difference is about students’ activity in class. In Extensive Reading the students’ activity is more complex than in Intensive Reading. The students, in Extensive Reading class, usually are asked to write a summary after reading an article/ passage. Besides, the students also will do a short presentation on what they have read. By doing short presentation, the students will have knowledge of the right preparation, self- independence and autonomy. While in Intensive Reading, instead of writing summary and having presentation, the students are asked to answer some questions related to the topic which is given by the teacher. Usually, all of the answers are available on the text, so that the students only rewrite it.
Extensive Reading: It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
Intensive Reading: The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself. To sum up, Palmer (1964) also concludes that both types of the reading are important because the main goal of reading is to comprehend the printed pages. Classroom Reading Techniques and tasks Activate prior knowledge Discuss about the topic to trigger the interest and motivation Relate personal experience to the text Familiarize yourself with the vocabulary relevant with the topic Use pictures/ illustrations to help arouse and flourish imagination Set questions relating to increase curiosity and willingness to read. Scanning for particular or specific ideas/ answers to particular questions Skimming for general ideas and central ideas Gather information: who, what, when, where, which, why, how? Predict and guess: what do you think will happen next? Suppose: If you were him/her, would you …? What would you do? Guess the title Word study: Synonym, Antonym, Prefix, Suffix, categorizing, class Reading report Summary Match ideas with sentences …T/F Fill in the Blank Chart…..
The following strategies can help you with reading. Please classify them on the basis of pre-reading, while-reading, and post- reading. Put tick () 1. pre-reading 2. while-reading 3. while-reading
1. Reading the topic or heading of the passage. 2. Looking at the illustrations and pictures given in the texts. 3. Reading the every first sentence of each paragraph in texts. 4. Asking yourself how the given texts are related to what you have already known. 5. Trying to think about the reason why you are reading the text. 6. Asking yourself and try to understand what the purpose of the text the writer conveys? 7. Changing the predictions slightly in order for the better comprehension. 8. Linking your prior knowledge or knowledge of the world with your reading for the better comprehension of the texts. 9. Checking the predictions about the texts while reading. 10. Practicing the skills and strategies you have been using during your reading for future or further reading. 11. Applying the knowledge of the texts you read in your daily activities. 12. Skipping the words you do not know the meaning in the texts and keep reading. 13. Breaking the sentences into smaller units, phrases, and individual words for your understanding of the passage. 14. Read repeatedly aloud or silently and try to understand every word to help you to understand the ideas in the texts. 15. Taking notes and having the important words and ideas underlined. 16. Translating the passage read into your own language. 17. Finding out the word parts to reason the meaning in the texts. For example: postwar → post (after) + war. 18. Reading the questions before reading the texts. 19. Reading the conclusion before reading the texts. 20. Going back to read some parts of the texts of that you are not sure.
NAMA : LISMANIA NIM : 09250703 INTENSIVE & EXTENSIVE READING A.Intensive Reading Intensive reading may be described as the practice of particular reading skills and the close linguistic study of text. Extensive reading, on the other hand, can be defined as reading a large quantity of text, where reading confidence and reading fluency are prioritised. Although this twin categorization of reading into two basic types can be found in many teacher resource books for the teaching of English as a foreign language (Grellet:1981, Nuttall:1982, for example), it is not the whole story, as the student's learning history clearly pointed out. We need to extend the categorization. We can do this by adding, first, oral reading (Day:1993), or reading aloud in class, where considerable focus is put on correct pronunciation of the text - and, second, text translation, where correct translation of the foreign language text into the learners' mother tongue is emphasized in tandem with the study of an array of grammatical, lexical and phonological points. B.Extensive Reading Extensive is when we try to cover vast amounts of materials, but just skip over the parts you don’t know and try to get the general gist of things. It’s all about context and the big picture. Once you get awesome, you can just sit down and read a book and understand everything, and you’re doing an extensive exercise still. C.Differences between intensive & extensive reading Extensive is when you try to cover vast amounts of materials, but just skip over the parts you don't know and try to get the general gist of things. It's all about context and the big picture. Once you get awesome, you can just sit down and read a book and understand everything, and you're doing an extensive exercise still. Intensive is about studying minute details and trying to wring absolutely every drop of information out of a section of text. The easy way to compare these two types is reading the same paragraph 100 times (intensive) vs. reading 100 different paragraphs (extensive). These two aspects of reading can play off each other. Extensive reading gives you a sense of familiarity, and can help you get curious about the language. You see things many times in different places, and start to wonder about how they work, and you get a mild sense of how they work. You slowly pick up the meanings of hundreds of words in parallel. When you then do some intensive work, you can connect each new word to a lot of dots already from your experience. There's an existing web in which to place that new word. http://wiki.answers.com/Q/What_is_the_Difference_between_intensive_and_extensive_reading http://penta.ufrgs.br/edu/telelab/7/andy2.htm
Extensive Reading: It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
Intensive Reading: The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself. To sum up, Palmer (1964) also concludes that both types of the reading are important because the main goal of reading is to comprehend the printed pages. Classroom Reading Techniques and tasks Activate prior knowledge Discuss about the topic to trigger the interest and motivation Relate personal experience to the text Familiarize yourself with the vocabulary relevant with the topic Use pictures/ illustrations to help arouse and flourish imagination Set questions relating to increase curiosity and willingness to read. Scanning for particular or specific ideas/ answers to particular questions Skimming for general ideas and central ideas Gather information: who, what, when, where, which, why, how? Predict and guess: what do you think will happen next? Suppose: If you were him/her, would you …? What would you do? Guess the title Word study: Synonym, Antonym, Prefix, Suffix, categorizing, class Reading report Summary Match ideas with sentences …T/F Fill in the Blank Chart…..
The following strategies can help you with reading. Please classify them on the basis of pre-reading, while-reading, and post- reading. Put tick () 1. pre-reading 2. while-reading 3. while-reading
1. Reading the topic or heading of the passage. 2. Looking at the illustrations and pictures given in the texts. 3. Reading the every first sentence of each paragraph in texts. 4. Asking yourself how the given texts are related to what you have already known. 5. Trying to think about the reason why you are reading the text. 6. Asking yourself and try to understand what the purpose of the text the writer conveys? 7. Changing the predictions slightly in order for the better comprehension. 8. Linking your prior knowledge or knowledge of the world with your reading for the better comprehension of the texts. 9. Checking the predictions about the texts while reading. 10. Practicing the skills and strategies you have been using during your reading for future or further reading. 11. Applying the knowledge of the texts you read in your daily activities. 12. Skipping the words you do not know the meaning in the texts and keep reading. 13. Breaking the sentences into smaller units, phrases, and individual words for your understanding of the passage. 14. Read repeatedly aloud or silently and try to understand every word to help you to understand the ideas in the texts. 15. Taking notes and having the important words and ideas underlined. 16. Translating the passage read into your own language. 17. Finding out the word parts to reason the meaning in the texts. For example: postwar → post (after) + war. 18. Reading the questions before reading the texts. 19. Reading the conclusion before reading the texts. 20. Going back to read some parts of the texts of that you are not sure.
Extensive Reading: It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
Intensive Reading: The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself. To sum up, Palmer (1964) also concludes that both types of the reading are important because the main goal of reading is to comprehend the printed pages. Classroom Reading Techniques and tasks Activate prior knowledge Discuss about the topic to trigger the interest and motivation Relate personal experience to the text Familiarize yourself with the vocabulary relevant with the topic Use pictures/ illustrations to help arouse and flourish imagination Set questions relating to increase curiosity and willingness to read. Scanning for particular or specific ideas/ answers to particular questions Skimming for general ideas and central ideas Gather information: who, what, when, where, which, why, how? Predict and guess: what do you think will happen next? Suppose: If you were him/her, would you …? What would you do? Guess the title Word study: Synonym, Antonym, Prefix, Suffix, categorizing, class Reading report Summary Match ideas with sentences …T/F Fill in the Blank Chart…..
The following strategies can help you with reading. Please classify them on the basis of pre-reading, while-reading, and post- reading. Put tick () 1. pre-reading 2. while-reading 3. while-reading
1. Reading the topic or heading of the passage. 2. Looking at the illustrations and pictures given in the texts. 3. Reading the every first sentence of each paragraph in texts. 4. Asking yourself how the given texts are related to what you have already known. 5. Trying to think about the reason why you are reading the text. 6. Asking yourself and try to understand what the purpose of the text the writer conveys? 7. Changing the predictions slightly in order for the better comprehension. 8. Linking your prior knowledge or knowledge of the world with your reading for the better comprehension of the texts. 9. Checking the predictions about the texts while reading. 10. Practicing the skills and strategies you have been using during your reading for future or further reading. 11. Applying the knowledge of the texts you read in your daily activities. 12. Skipping the words you do not know the meaning in the texts and keep reading. 13. Breaking the sentences into smaller units, phrases, and individual words for your understanding of the passage. 14. Read repeatedly aloud or silently and try to understand every word to help you to understand the ideas in the texts. 15. Taking notes and having the important words and ideas underlined. 16. Translating the passage read into your own language. 17. Finding out the word parts to reason the meaning in the texts. For example: postwar → post (after) + war. 18. Reading the questions before reading the texts. 19. Reading the conclusion before reading the texts. 20. Going back to read some parts of the texts of that you are not sure.
Extensive Reading: It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
Intensive Reading: The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself. To sum up, Palmer (1964) also concludes that both types of the reading are important because the main goal of reading is to comprehend the printed pages. Classroom Reading Techniques and tasks Activate prior knowledge Discuss about the topic to trigger the interest and motivation Relate personal experience to the text Familiarize yourself with the vocabulary relevant with the topic Use pictures/ illustrations to help arouse and flourish imagination Set questions relating to increase curiosity and willingness to read. Scanning for particular or specific ideas/ answers to particular questions Skimming for general ideas and central ideas Gather information: who, what, when, where, which, why, how? Predict and guess: what do you think will happen next? Suppose: If you were him/her, would you …? What would you do? Guess the title Word study: Synonym, Antonym, Prefix, Suffix, categorizing, class Reading report Summary Match ideas with sentences …T/F Fill in the Blank Chart…..
The following strategies can help you with reading. Please classify them on the basis of pre-reading, while-reading, and post- reading. Put tick () 1. pre-reading 2. while-reading 3. while-reading
1. Reading the topic or heading of the passage. 2. Looking at the illustrations and pictures given in the texts. 3. Reading the every first sentence of each paragraph in texts. 4. Asking yourself how the given texts are related to what you have already known. 5. Trying to think about the reason why you are reading the text. 6. Asking yourself and try to understand what the purpose of the text the writer conveys? 7. Changing the predictions slightly in order for the better comprehension. 8. Linking your prior knowledge or knowledge of the world with your reading for the better comprehension of the texts. 9. Checking the predictions about the texts while reading. 10. Practicing the skills and strategies you have been using during your reading for future or further reading. 11. Applying the knowledge of the texts you read in your daily activities. 12. Skipping the words you do not know the meaning in the texts and keep reading. 13. Breaking the sentences into smaller units, phrases, and individual words for your understanding of the passage. 14. Read repeatedly aloud or silently and try to understand every word to help you to understand the ideas in the texts. 15. Taking notes and having the important words and ideas underlined. 16. Translating the passage read into your own language. 17. Finding out the word parts to reason the meaning in the texts. For example: postwar → post (after) + war. 18. Reading the questions before reading the texts. 19. Reading the conclusion before reading the texts. 20. Going back to read some parts of the texts of that you are not sure.
Extensive Reading: It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
Intensive Reading: The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself. To sum up, Palmer (1964) also concludes that both types of the reading are important because the main goal of reading is to comprehend the printed pages. Classroom Reading Techniques and tasks Activate prior knowledge Discuss about the topic to trigger the interest and motivation Relate personal experience to the text Familiarize yourself with the vocabulary relevant with the topic Use pictures/ illustrations to help arouse and flourish imagination Set questions relating to increase curiosity and willingness to read. Scanning for particular or specific ideas/ answers to particular questions Skimming for general ideas and central ideas Gather information: who, what, when, where, which, why, how? Predict and guess: what do you think will happen next? Suppose: If you were him/her, would you …? What would you do? Guess the title Word study: Synonym, Antonym, Prefix, Suffix, categorizing, class Reading report Summary Match ideas with sentences …T/F Fill in the Blank Chart…..
The following strategies can help you with reading. Please classify them on the basis of pre-reading, while-reading, and post- reading. Put tick () 1. pre-reading 2. while-reading 3. while-reading
1. Reading the topic or heading of the passage. 2. Looking at the illustrations and pictures given in the texts. 3. Reading the every first sentence of each paragraph in texts. 4. Asking yourself how the given texts are related to what you have already known. 5. Trying to think about the reason why you are reading the text. 6. Asking yourself and try to understand what the purpose of the text the writer conveys? 7. Changing the predictions slightly in order for the better comprehension. 8. Linking your prior knowledge or knowledge of the world with your reading for the better comprehension of the texts. 9. Checking the predictions about the texts while reading. 10. Practicing the skills and strategies you have been using during your reading for future or further reading. 11. Applying the knowledge of the texts you read in your daily activities. 12. Skipping the words you do not know the meaning in the texts and keep reading. 13. Breaking the sentences into smaller units, phrases, and individual words for your understanding of the passage. 14. Read repeatedly aloud or silently and try to understand every word to help you to understand the ideas in the texts. 15. Taking notes and having the important words and ideas underlined. 16. Translating the passage read into your own language. 17. Finding out the word parts to reason the meaning in the texts. For example: postwar → post (after) + war. 18. Reading the questions before reading the texts. 19. Reading the conclusion before reading the texts. 20. Going back to read some parts of the texts of that you are not sure.
It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
2. Intensive Reading:
The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
B. Extensive reading vs. Intensive reading
Extensive reading as a term naming an approach to teaching a foreign language reading was introduced by Harold Palmer and Michael West after piloting a project of ER in India. The term was chosen to distinguish extensive reading from intensive reading. Intensive reading refers to “careful reading (or translation) of shorter, more difficult foreign language texts with the goal of complete and detailed understanding” (Bamford and Welsh 1). On the other hand Extensive Reading is based on reading easy material that contains mostly one to two unknown words per page for general understanding. Students choose their own materials and can stop reading if the material is not interesting for them. There are no tests after reading; student’s personal reaction to reading is the goal. ER imitates reading in the first language in the way that its key elements are purpose and pleasure (Bamford and Welsh 1). Bamford states that Intensive reading can be associated with teaching of reading in terms of its component skills i.e. distinguishing the main idea of a text, reading for gist etc. Extensive reading, in contrast, is generally “associated with reading large amounts of text with the aim of getting the overall meaning of the text rather than the meaning of individual words or sentences.” (Bamford and Welch 1)
C. The following list offers basic characteristics of each approach:
Linguistic focus • Intensive reading ( Analysis of the language) • Extensive reading ( Fluency, skill forming ) DIFFICULTY • Intensive reading ( Usually difficult ) • Extensive reading ( Very easy ) Amount • Intensive reading ( little ) • Extensive reading ( a book a week ) Selection • Intensive reading ( teacher selects ) • Extensive reading ( learner selects ) What materials • Intensive reading ( All learners study the same material ) • Extensive reading ( All learners read different things (something interesting to them ) Where • Intensive reading ( in class) • Extensive reading ( Mostly at home ) Comprehension • Intensive reading ( Checked by specific questions ) • Extensive reading ( Checked by reports / summaries )
References Stanley, Graham. “Extensive Reading”. BBC /British Council teaching English – Reading. 7 May 2007. .
Vaezi, Shahin. “Theories of Reading 2”. BBC /British Council teaching English – Reading. 7 May 2007. .
Susser, Bernard and Thomas N. Robb. “EFL Extensive Reading Instruction: Research and Procedure”. JALT Journal, 12.2 (Nov 1990). 7 May 2007.
Bamford, Julian and Richard R. Day. Extensive Reading Activities for Teaching Language. Cambridge: CUP, 2004.
Bamford, Julian and Roberta Welch. “Starting Extensive Reading Programs at Universities, Vocational Schools and Language Schools”. 7 May 2007.
Hill, David R.. “Setting Up An Extensive Reading Prgramme: Practical Tips”. The Language Teacher Online. 7 May 2007.
According to Texas A&M University (2011) said that, The intensive Reading Technique is reading for a high degree of comprehension and retention over a long period of time. • Intensive Reading is basically a "study" technique for organizing readings which will have to be understood and remembered. One may have good comprehension while reading line-by-line, but remembering is what counts.
Furthemore, the differences between Intensive reading and extensive reading are: In Teaching english website explains (2010), Intensive reading involves learners reading in detail with specific learning aims and tasks. It can be compared with extensive reading, which involves learners reading texts for enjoyment and to develop general reading skills. • Example The learners read a short text and put events from it into chronological order. Intensive Reading: The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself. To sum up, Palmer (1964) also concludes that both types of the reading are important because the main goal of reading is to comprehend the printed pages. Extensive Reading: It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
Reference: Anglika.2008. what defference between intensive and extensive reading. Avalaible on: http://www.usingenglish.com/forum/ask-teacher/67631-what-difference-between-intensive-extensive-reading.html Accessed on March, 13th 2012
Tcall.2011. Intensive reading.Avalaible on:Texas Center for the Advancement of Literacy & Learning Riverside Campus, Texas A&M University.http://www-tcall.tamu.edu/research/nso/ss/ss_c.html Accessed on March, 13th 2012
Teaching English. 2010.Intensive reading. . Avalaible on: //www.teachingenglish.org.uk/knowledge-database/intensive-reading. Accessed on March, 13th 2012
Definitions: extensive reading An extensive reading programme is a supplementary class library scheme, attached to an English course, in which pupils are given the time, encouragement, and materials to read pleasurably, at their own level, as many books as they can, without the pressures of testing or marks. Thus, pupils are competing only against themselves, and it is up to the teacher to provide the motivation and monitoring to ensure that the maximum number of books is being read in the time available. […] [B]ooks are selected for their attractiveness and relevance to the pupils’ lives, rather than for literary merit (Davis 1995: 329) Whilst the major reading genre is fiction, non-fiction as well as teenage magazines might also be included in an extensive reading programme. Davis (1995: 330) suggests that ‘[i]deally,
Intensive reading Intensive reading involves learners reading in detail with specific learning aims and tasks. It can be compared with extensive reading, which involves learners reading texts for enjoyment and to develop general reading skills. Example The learners read a short text and put events from it into chronological order. In the classroom Intensive reading activities include skimming a text for specific information to answer true or false statements or filling gaps in a summary, scanning a text to match headings to paragraphs, and scanning jumbled paragraphs and then reading them carefully to put them into the correct order. http://www.grin.com/en/e-book/133427/extensive-reading http://www.teachingenglish.org.uk/knowledge-database/intensive-reading http://www.google.co.id/#hl=id&sclient=psy-ab&q=intensive+and+extensive+reading&oq=intensive+%26+ex&aq=1sL&aqi=g-sL2g-vL2&aql=&gs_sm=1&gs_upl=0l0l1l686l0l0l0l0l0l0l0l0ll0l0&gs_l=hp.1.1.0i10i19l2j0i15i19l2.0l0l1l686l0l0l0l0l0l0l0l0ll0l0&pbx=1&bav=on.2,or.r_gc.r_pw.r_qf.,cf.osb&fp=a720bfcb9f2d923c&biw=1525&bih=677
Definitions: extensive reading An extensive reading programme is a supplementary class library scheme, attached to an English course, in which pupils are given the time, encouragement, and materials to read pleasurably, at their own level, as many books as they can, without the pressures of testing or marks. Thus, pupils are competing only against themselves, and it is up to the teacher to provide the motivation and monitoring to ensure that the maximum number of books is being read in the time available. […] [B]ooks are selected for their attractiveness and relevance to the pupils’ lives, rather than for literary merit (Davis 1995: 329) Whilst the major reading genre is fiction, non-fiction as well as teenage magazines might also be included in an extensive reading programme. Davis (1995: 330) suggests that ‘[i]deally,
Intensive reading Intensive reading involves learners reading in detail with specific learning aims and tasks. It can be compared with extensive reading, which involves learners reading texts for enjoyment and to develop general reading skills. Example The learners read a short text and put events from it into chronological order. In the classroom Intensive reading activities include skimming a text for specific information to answer true or false statements or filling gaps in a summary, scanning a text to match headings to paragraphs, and scanning jumbled paragraphs and then reading them carefully to put them into the correct order. http://www.grin.com/en/e-book/133427/extensive-reading http://www.teachingenglish.org.uk/knowledge-database/intensive-reading http://www.google.co.id/#hl=id&sclient=psy-ab&q=intensive+and+extensive+reading&oq=intensive+%26+ex&aq=1sL&aqi=g-sL2g-vL2&aql=&gs_sm=1&gs_upl=0l0l1l686l0l0l0l0l0l0l0l0ll0l0&gs_l=hp.1.1.0i10i19l2j0i15i19l2.0l0l1l686l0l0l0l0l0l0l0l0ll0l0&pbx=1&bav=on.2,or.r_gc.r_pw.r_qf.,cf.osb&fp=a720bfcb9f2d923c&biw=1525&bih=677
It is related to further progress in language learning under the teacher's guidance. It provides a basis for explaining difficulties of structure and for extending knowledge of vocabulary and idioms. It will provide material for developing greater control of the language and speech and writing. Students will study short stories and extracts from novels, chosen for the standard of difficultly of the language and for the interest they hold for this particular group of students. Intensive reading is generally at a slower speed and requires a higher degree of understanding to develop and refine word study skills, enlarge passive vocabulary, reinforce skills related to sentence structure, increase active vocabulary, distinguish among thesis, fact, supportive and non-supportive details, provide sociocultural insights.
Extensive reading
It develops at the student's own pace according to individual ability. It will be selected at a lower level of difficulty than that for intensive reading.Where frequency word counts are available for the language being learned, extensive reading will conform to a lower frequency word count than intensive reading. Material will be selected whose choice of structure is habitually less complex and whose vocabulary range is less extensive. The purpose of extensive reading is to train the students to read directly and fluently in the target language for enjoyment without the aid of the teacher. Where graded texts are available, structures in texts for extensive reading will be already familiar, and new items of vocabulary will be introduced slowly in such a way that their meaning can be deduced from context or quickly ascertained. The student will be encouraged to make intelligent guesses at the meaning of unfamiliar items. Material consists of authentic short stories and plays, or informative or controversial articles from newspapers and magazines. A few adaptations of vocabulary and structure will be made. The style of writing should entail a certain amount of repetition without monotony. Novelties of vocabulary should not coincide with difficulties of structure. It 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, Increase total comprehension, enable students to achieve independence in basic skill development, acquaint the student with relevant socio-cultural material, and encourage recreational reading.
It is related to further progress in language learning under the teacher's guidance. It provides a basis for explaining difficulties of structure and for extending knowledge of vocabulary and idioms. It will provide material for developing greater control of the language and speech and writing. Students will study short stories and extracts from novels, chosen for the standard of difficultly of the language and for the interest they hold for this particular group of students. Intensive reading is generally at a slower speed and requires a higher degree of understanding to develop and refine word study skills, enlarge passive vocabulary, reinforce skills related to sentence structure, increase active vocabulary, distinguish among thesis, fact, supportive and non-supportive details, provide sociocultural insights.
Extensive reading
It develops at the student's own pace according to individual ability. It will be selected at a lower level of difficulty than that for intensive reading.Where frequency word counts are available for the language being learned, extensive reading will conform to a lower frequency word count than intensive reading. Material will be selected whose choice of structure is habitually less complex and whose vocabulary range is less extensive. The purpose of extensive reading is to train the students to read directly and fluently in the target language for enjoyment without the aid of the teacher. Where graded texts are available, structures in texts for extensive reading will be already familiar, and new items of vocabulary will be introduced slowly in such a way that their meaning can be deduced from context or quickly ascertained. The student will be encouraged to make intelligent guesses at the meaning of unfamiliar items. Material consists of authentic short stories and plays, or informative or controversial articles from newspapers and magazines. A few adaptations of vocabulary and structure will be made. The style of writing should entail a certain amount of repetition without monotony. Novelties of vocabulary should not coincide with difficulties of structure. It 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, Increase total comprehension, enable students to achieve independence in basic skill development, acquaint the student with relevant socio-cultural material, and encourage recreational reading.
THE DIFFERENCE OF AN EXTENSIVE READING AND INTENSIVE READING M.GHUFRON 09250707
Definitions A. Extensive reading extensive reading is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary readin.
B. Intensive reading intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
The Difference between Extensive Reading And Intensive Reading
Intensive reading if you read with concentration and great care in order to understand exactly the meaning of what you read. This is particularly necessary for legal documents, financial documents, academic reports and anything to do with business. So that is extensive reading this different with Extensive reading is if you read as many different kinds of books/journals/papers as you can, chiefly for pleasure, and only needing a general understanding of the content.
THE DIFFERENCE OF AN EXTENSIVE READING AND INTENSIVE READING
Definitions A.Extensive Reading
Extensive reading is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
B.Intensive Reading
Intensive reading means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself. The Difference Between Extensive Reading And Intensive Reading Intensive reading if you read with concentration and great care in order to understand exactly the meaning of what you read. This is particularly necessary for legal documents, financial documents, academic reports and anything to do with business. So that is extensive reading this different with Extensive reading is if you read as many different kinds of books/journals/papers as you can, chiefly for pleasure, and only needing a general understanding of the content.
THE DIFFERENCE OF AN EXTENSIVE READING AND INTENSIVE READING
Definitions A.Extensive Reading
Extensive reading is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
B.Intensive Reading
Intensive reading means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself. The Difference Between Extensive Reading And Intensive Reading Intensive reading if you read with concentration and great care in order to understand exactly the meaning of what you read. This is particularly necessary for legal documents, financial documents, academic reports and anything to do with business. So that is extensive reading this different with Extensive reading is if you read as many different kinds of books/journals/papers as you can, chiefly for pleasure, and only needing a general understanding of the content.
THE DIFFERENCE OF AN EXTENSIVE READING AND INTENSIVE READING
Definitions A.Extensive Reading
Extensive reading is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
B.Intensive Reading
Intensive reading means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself. The Difference Between Extensive Reading And Intensive Reading Intensive reading if you read with concentration and great care in order to understand exactly the meaning of what you read. This is particularly necessary for legal documents, financial documents, academic reports and anything to do with business. So that is extensive reading this different with Extensive reading is if you read as many different kinds of books/journals/papers as you can, chiefly for pleasure, and only needing a general understanding of the content.
TASK I: THE DIFFERENCE OF AN EXTENSIVE READING AND INTENSIVE READING 1. Extensive Reading: It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”. 2. Intensive Reading: The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
No_free.(2009). said that, Different between Extensive and Intensive Reading are 1. Purpose : 1) In Extensive reading the purpose is to understanding generally what the book tells about, usually, the vocabulary of extensive reading is the easy one or the vocabulary that usually use the readers only a little bite that difficult one. So that, the readers to be enjoyment what they read not to boring. And, they have a fantastic spirit for finishing it and try to read more book like it too. 2) In Intensive reading the purpose is to language study. This reading class only for the learners who want to study the english especially. So that, this is dislike by beginning learners who want to happy for reading not to difficult them. 2. Level : 1) In Extensive reading the level is focus on the beginner learners. That learners are divided into easy (graded reading). The materials is written to the beginner learners. 2) In Intensive reading the level is difficult focus on the native speaker. This reading class only for native speakers who have many knowledge about the language. And they know more than the beginners. 3. Amount : 1) In Extensive reading the amount is a lot. Because the reading is easy the readers can to read many book. Maybe can to read a book a day, or a book a week. 2) In Intensive reading the amount is not much. Because the reading is difficult the readers can not to read more. They read slowly for understanding what book about. Maybe they only can to read a book a week or a book a month. 4. Speed : 1) In Extensive reading the speed of the readers is fast and fluent. This cause is the reading is easy so that, the readers can to read fast because they easy for understanding the reading. 2) In Intensive reading the speed is slow. This cause is the readers must to understanding all of the reading. They must to read slowly to easy for understanding. 5. Selection : 1) In Extensive reading the selection is for learner selects. Because the reading is easy this focus on the learner selects. 2) In Intensive reading the selection is for teacher selects. Commonly the teachers have more knowledge to understand the difficult reading. 6. What materials : 1) In Extensive reading, all learners read different thing because the materials is easy the learners can to read fast and if they finished it they can to move to other different thing. 2) In Intensive reading, all learners study the same materials because they read the reading slowly till they understanding, so, they can not to move to other thing. They only focus on the same materials.
References: Palmer.2012. What is the meaning of Intensive Reading. Available on: http://www.ask.com/web?q=What+Is+the+Meaning+of+Intensive+Reading%3f&o=102140&l=dir&qsrc=3053&rq=on Accessed on: 9th March 2012
No_free.2009. Different between Extensive and Intensive Reading. Available on: http://mnovrianto.blogspot.com/2009/12/different-between-extensive-and.html Accessed on: 9th March 2012
Name: Tri Anggun Lestari (09250061) EXTENSIVE VS INTENSIVE READING Reading is an activity that can add someone’s knowledge about important news and also some new vocabulary items. There are two kinds of teaching reading; Extensive and Intensive. Extensive and Intensive are different in some cases. There are three differences between Extensive Reading and Intensive Reading, therefore Extensive Reading has more important purpose compared to Intensive Reading in broadening students’ knowledge. 1. Extensive Reading covers large area, while Intensive Reading covers narrower area. According to Graham Stanley, Extensive Reading involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts. It means that students are given freedom to choose their own topic which they think are interested to be discussed. It is different from Intensive Reading that does not allow the students to find a topic they like. The topic is given by the teacher. The students also do not necessary to look for supported articles because the topic which is chosen by the teacher is usually short and easy to understand. 2. Is about student’s activity in class. In Extensive Reading the student’s activity is more complex than in Intensive Reading. The students, in Extensive Reading class, usually are asked to write a summary after reading an article/ passage. Besides, the students also will do a short presentation on what they have read. While in Intensive Reading, instead of writing summary and having presentation, the students are asked to answer some questions related to the topic which is given by the teacher. Usually, all of the answers are available on the text, so that the students only rewrite it. 3. Extensive Reading will discourage the over- use of dictionary (Bell, 1998); on the contrary dictionary is a must in Intensive Reading. It is true that dictionary have an important place in reading activity, but as stated by Bell (1998) that the students will focus only on the language if they always consult the dictionary every time they find an unfamiliar word. While in Intensive Reading, students have to find difficult words while they are reading. The frequency of using dictionary is often because in Intensive Reading, a text will be used to answer some questions, so the students have to know the meaning of all words in the text in order to make them easy to answer the questions. In conclusion, through doing complex activities, Extensive Reading can broaden student’s knowledge more than Intensive Reading. In Extensive Reading, students write summary and do presentation which lead them to minimize the use of dictionary. In opposition, the students’ activities in Intensive Reading are more limited. The activities depend on the teacher’s guidance only. This kind of activities will not encourage students to explore their abilities; they cannot broaden knowledge by themselves as well as in Extensive Reading. REFERENCES: Bell, Timothy. 1998. Extensive Reading: Why? And How?. The Internet TESL Journal, Vol. IV, No. 12, December 1998. http://iteslj.org/Articles/Bell-Reading.html (Accessed on October 13, 2005) http://dianingpadmi.wordpress.com/eedduuccaattiioonn/extensive-and-intensive-reading/
THE DIFFERENCE OF AN EXTENSIVE READING AND INTENSIVE READING
1. Intensive reading
Intensive reading, by it’s nature takes a lot of time. Reading material with a lot of new vocabulary and grammar is a slow and tiring process. As a result, even if you spend an hour a day reading (which quite a bit for a language student), you will only get 3 or 4 pages of input. As a result, you won’t encounter the word “nose” in enough contexts to realize when it’s used. This may seem like a small problem, but consider the fact that many, if not most, words cannot be mapped 1-1 from one language to another.
The Intensive Reading Programs are designed for the child who, for some reason or other, has failed to acquire adequate reading skills during the course of the normal classroom language program. . They are not designed to replace existing language programs but to supplement them by filling the gaps in the child's repertoire of skills, thereby improving their overall performance in language related areas.
INTENSIVE READING TECHNIQUE I. The intensive Reading Technique is reading for a high degree of comprehension and retention over a long period of time. II. Intensive Reading is basically a "study" technique for organizing readings which will have to be understood and remembered. One may have good comprehension while reading line-by-line, but remembering is what counts! III. Intensive Reading is not a careful, single reading, but is a method based on a variety of techniques like scanning, the surveying techniques of planning your purpose, and others. The most familiar technique and the heart of intensive reading is to read carefully and thoughtfully
2. extensive reading
The most important thing about choosing materials for extensive reading is that they are at least 98% comprehensible to the students. There should be very little new vocabulary and very little new grammar. One or two new words per page and maybe one new sentence structure per session would be ideal. If the students can already understand that much of the text, new words can often be learned entirely through context. If these few new words appear again and again through out the text, all the better. Words learned like this aren’t learned all at once, of course. Students start with a fuzzy understanding of a new word, which gradually gets clearer and clearer as they encounter it again and again in new contexts. This may seem like a slow way to go, but as I argued in my intensive reading article, there really is no short-cut. Translations accompanied by a few example sentences are never enough alone.
The Role of Extensive Reading in Language Learning 1. It can provide 'comprehensible input' 2. It can enhance learners' general language competence 3. It increases the students' exposure to the language 4. It can increase knowledge of vocabulary 5. It can lead to improvement in writing 6. It can motivate learners to read 7. It can consolidate previously learned language 8. It helps to build confidence with extended texts 9. It encourages the exploitation of textual redundancy 10. It facilitates the development of prediction skills
THE DIFFERENCE OF AN EXTENSIVE READING AND INTENSIVE READING
Reading is an activity that can add someone’s knowledge about important news and also some new vocabulary items.
Graham Stanley, Extensive Reading involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts. It means that students are given freedom to choose their own topic which they think are interested to be discussed. In this case, the students also have to find supported articles related to the topic in order to give them background knowledge, so that they know more about the topic they have chosen.
Intensive Reading that does not allow the students to find a topic they like. The topic is given by the teacher. The students also do not necessary to look for supported articles because the topic which is chosen by the teacher is usually short and easy to understand.
The another difference is about students’ activity in class. In Extensive Reading the students’ activity is more complex than in Intensive Reading. The students, in Extensive Reading class, usually are asked to write a summary after reading an article/ passage. As we know, writing summary is not an easy thing to do. It allows learners to assert full control, both of the main factual or fictional content of an article/ book, and of the grammar and vocabulary used to express it (Bell, 1998). Besides, the students also will do a short presentation on what they have read. By doing short presentation, the students will have knowledge of the right preparation, self- independence and autonomy (Bell, 1998). While in Intensive Reading, instead of writing summary and having presentation, the students are asked to answer some questions related to the topic which is given by the teacher. Usually, all of the answers are available on the text, so that the students only rewrite it.
Extensive Reading: It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
Intensive Reading: The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself. To sum up, Palmer (1964) also concludes that both types of the reading are important because the main goal of reading is to comprehend the printed pages. Classroom Reading Techniques and tasks Activate prior knowledge Discuss about the topic to trigger the interest and motivation Relate personal experience to the text Familiarize yourself with the vocabulary relevant with the topic Use pictures/ illustrations to help arouse and flourish imagination Set questions relating to increase curiosity and willingness to read. Scanning for particular or specific ideas/ answers to particular questions Skimming for general ideas and central ideas Gather information: who, what, when, where, which, why, how? Predict and guess: what do you think will happen next? Suppose: If you were him/her, would you …? What would you do? Guess the title Word study: Synonym, Antonym, Prefix, Suffix, categorizing, class Reading report Summary Match ideas with sentences …T/F Fill in the Blank Chart…..
The following strategies can help you with reading. Please classify them on the basis of pre-reading, while-reading, and post- reading. Put tick (Ö) 1. pre-reading 2. while-reading 3. while-reading
1. Reading the topic or heading of the passage. 1 2 3 2. Looking at the illustrations and pictures given in the texts. 1 2 3 3. Reading the every first sentence of each paragraph in texts. 1 2 3 4. Asking yourself how the given texts are related to what you have already known. 1 2 3 5. Trying to think about the reason why you are reading the text. 1 2 3 6. Asking yourself and try to understand what the purpose of the text the writer conveys? 1 2 3 7. Changing the predictions slightly in order for the better comprehension. 1 2 3 8. Linking your prior knowledge or knowledge of the world with your reading for the better comprehension of the texts. 1 2 3 9. Checking the predictions about the texts while reading. 1 2 3 10. Practicing the skills and strategies you have been using during your reading for future or further reading. 1 2 3 11. Applying the knowledge of the texts you read in your daily activities. 1 2 3 12. Skipping the words you do not know the meaning in the texts and keep reading. 1 2 3 13. Breaking the sentences into smaller units, phrases, and individual words for your understanding of the passage. 1 2 3 14. Read repeatedly aloud or silently and try to understand every word to help you to understand the ideas in the texts. 1 2 3 15. Taking notes and having the important words and ideas underlined. 1 2 3 16. Translating the passage read into your own language. 1 2 3 17. Finding out the word parts to reason the meaning in the texts. For example: postwar → post (after) + war. 1 2 3 18. Reading the questions before reading the texts. 1 2 3 19. Reading the conclusion before reading the texts. 1 2 3 20. Going back to read some parts of the texts of that you are not sure. 1 2 3 21. Writing the summary of the text. 1 2 3 22. Using skimming and scanning to extract both relevant ideas and main ideas. 1 2 3 23. Using the inner structure of the vocabulary and sentence structure to help you understand the texts. 1 2 3 24. Reading the passage and trying to make predictions about what the passages are about? 1 2 3 25. Predicting what is going to be about in the next. 1 2 3 26. Referring to either a bilingual or a monolingual dictionary for the meaning when you do not know the words. 1 2 3 27. Guessing unfamiliar words from the clues in the texts for better comprehension. 1 2 3 28. Putting down the new words and phrases on your vocabulary index cards. 1 2 3 29. Discussing with your friends, classmates, and teachers about what your thoughts are. 1 2 3 30. Giving yourself a reward. 1 2 3 31. When you do not comprehend the text read, telling yourself not to give up and continue reading. 1 2 3 32. Drawing tree map or bubble map to help you organize the information. 1 2 3 33. Using what you have learnt to facilitate your other English skills. 1 2 3 34. Having the news words or phrases grouped according their types. 1 2 3 35. Associating words you read with your existing language knowledge when you do not know the words. 1 2 3 36. Stopping to listen to the music to lower your anxiety for the better productive comprehension when you have difficulty in reading comprehension. 1 2 3 37. Cooperating with successful readers rather than with less successful readers when you do not comprehend the text read totally. 1 2 3 38. Confirming what you have read with friends, classmates, and teachers. 1 2 3 39. Note which date you will read it again after finish reading. 1 2 3
Extensive Reading: It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”. William Grabe discusses some of the benefits of extensive reading. “longer concentrated periods of silent reading build vocabulary and structural awareness, develop automaticity , enhance background knowledge, improve comprehension skills, and promote confidence and motivation”. The purpose of extensive reading is to train the students to read directly and fluently in the target language for enjoyment without the aid of the teacher. Where graded texts areavailable, structures in texts for extensive reading will be already familiar, and new items of vocabulary will be introduced slowly insuch a way that their meaning can be deduced from context or quickly ascertained. The student will be encouraged to make intelligent guesses at the meaning of unfamiliar items.
Intensive Reading: The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself. Intensive reading activities are need for four main reason: to help learners comprehend written text, to become more aware of text organisation to better comprehend, to learn how to use and monitor effective reading strategies, and to develop general iteracy skills. Students will study short stories and extracts from novels, chosen for the standard of difficultly of the language and for the interest they hold for this particular group of students. Intensive reading is generally at a slower speed and requires a higher degree of understanding to develop and refine word study skills, enlarge passive vocabulary, reinforce skills related to sentence structure, increase active vocabulary, distinguish among thesis, fact, supportive and non-supportive details, provide sociocultural insights.
Akhirman selow. 2009. Definition of Extensive Reading. Available on: http://akhirman.blogspot.com/2009/10/definition-of-extensive-reading.html. Accessed on: monday, 12 March 2012 John Paul loucky. Tt. Combining extensive and intensive reading strategies with cooperative and communicative learning activities. Available on: http://ww7.tiki.ne.jp/~call4all/PDFfiles/j04-combining.pdf. Accessed on: monday, 12 March 2012
nim :09250059 Intensive Reading & Extensive Reading
Definitions:
Extensive Reading: It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
Intensive Reading: The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself. To sum up, Palmer (1964) also concludes that both types of the reading are important because the main goal of reading is to comprehend the printed pages. Classroom Reading Techniques and tasks Activate prior knowledge Discuss about the topic to trigger the interest and motivation Relate personal experience to the text Familiarize yourself with the vocabulary relevant with the topic Use pictures/ illustrations to help arouse and flourish imagination Set questions relating to increase curiosity and willingness to read. Scanning for particular or specific ideas/ answers to particular questions Skimming for general ideas and central ideas Gather information: who, what, when, where, which, why, how? Predict and guess: what do you think will happen next? Suppose: If you were him/her, would you …? What would you do? Guess the title Word study: Synonym, Antonym, Prefix, Suffix, categorizing, class Reading report Summary Match ideas with sentences …T/F Fill in the Blank Chart…..
Name : Saroni Nim : 0825 052 Subject : Extensive reading Lecturer : Holandyah.
WHAT IS THE DIFFERENCE OF AN EXTENSIVE READING AND INTENSIVE READING? Extensive reading is an approach to language learning, including foreign languagee learning, by the means of a large amount of reading. The learners view and review of unknown words in specific context will allow the learner to infer the word's meaning, and read line of the book or magazine or others thus to learn unknown words While the mechanism is commonly accepted as true, its importance in language learning is disputed (english language teching “Jeremy Harmer” fourht edition book) intensive reading, you read slowly, careful reading of a small amount of difficult text – it is when one is "focused on the language rather than the text and read all of the texts one by one and look for the new words. (english language teching “Jeremy Harmer” fourht edition book) So l can conclude : Extensive reading - you read as many different kinds of books/journals/papers as you can, chiefly for pleasure, only needing a general understanding of the content and you read dealine of the text no more, you just read any of text. Intensive reading - you read with concentration and great care in order to understand exactly the meaning of what you read, you read the text seriously and you try to find out the new words or others things new that new for you For example, you read for legal documents, financial documents,magazine, academic reports and anything to do with business. You will read all using intensive reading.
Wiwin Ika Setiani ( 09250064 )
ReplyDeleteReading
1.Extensive Reading
Extensive reading is an approach to language learning, including foreign language learning, by the means of a large amount of reading. The learners view and review of unknown words in specific context will allow the learner to infer the word's meaning, and thus to learn unknown words. . This is the way we usually read when we are reading for pleasure for example; a novel, biography or graded reader While the mechanism is commonly accepted as true, its importance in language learning is disputed.
Extensive is when you try to cover vast amounts of materials, but just skip over the parts you don’t know and try to get the general gist of things. It’s all about context and the big picture. Once you get awesome, you can just sit down and read a book and understand everything, and you’re doing an extensive exercise still. Extensive reading is contrasted with intensive reading, which is slow, careful reading of a small amount of difficult text – it is when one is "focused on the language rather than the text".[1] Extensive and intensive reading are two approaches to language learning and instruction, and may be used concurrently;[1] intensive reading is however the more common approach, and often the only one used
2. Intensive Reading
Intensive reading involves learners reading in detail with specific learning aims and tasks. It can be compared with extensive reading, which involves learners reading texts for enjoyment and to develop general reading skills.Intensively read the whole text since it clearly is centrally relevant, so as to understand and evaluate its content in depth
Example :
The learners read a short text and put events from it into chronological order.
In the classroom
Intensive reading activities include skimming a text for specific information to answer true or false statements or filling gaps in a summary, scanning a text to match headings to paragraphs, and scanning jumbled paragraphs and then reading them carefully to put them into the correct order.
I. The intensive Reading Technique is reading for a high degree of comprehension and retention over a long period of time.
II. Intensive Reading is basically a "study" technique for organizing readings which will have to be understood and remembered. One may have good comprehension while reading line-by-line, but remembering is what counts!
III. Intensive Reading is not a careful, single reading, but is a method based on a variety of techniques like scanning, the surveying techniques of planning your purpose, and others.
Principles of Intensive Reading
O - Overview
S - Summarize
P - Purpose
T - Test
Q - Questions
U - Understanding
R - Reading
These seven procedures cover the method for very effective reading for detailed comprehension and long retention.
Intensive is about studying minute details and trying to wring absolutely every drop of information out of a section of text. The easy way to compare these two types is reading the same paragraph 100 times (intensive) vs. reading 100 different paragraphs (extensive).
Differences :
• Extensive Reading - longer texts for pleasure and needing global understanding
• Intensive Reading - shorter texts, extracting specific information, accurate reading for detail.
http://erkoritsumeikan.files.wordpress.com/2008/10/reading2.jpg
http://www.squidoo.com/extensivereading
http://languagefixation.wordpress.com/2009/09/19/intensive-and-extensive-reading
Name : Try Dina Marianti
ReplyDeleteNIM : 09250062/PBI 02/IAIN RF PLG
Intensive Reading,
sometimes called "Narrow Reading", may involve students reading selections by the same author or several texts about the same topic. When this occurs, content and grammatical structures repeat themselves and students get many opportunities to understand the meanings of the text. The success of "Narrow Reading" on improving reading comprehension is based on the premise that the more familiar the reader is with the text, either due to the subject matter or having read other works by the same author, the more comprehension is promoted.
Intensive reading is used to teach or practice specific reading strategies or skills. The text is treated as an end in itself.
Characteristics:
• usually classroom based
• reader is intensely involved in looking inside the text
• students focus on linguistic or semantic details of a reading
• students focus on surface structure details such as grammar and discourse markers
• students identify key vocabulary
• students may draw pictures to aid them (such as in problem solving)
• texts are read carefully and thoroughly, again and again
• aim is to build more language knowledge rather than simply practice the skill of reading
• seen more commonly than extensive reading in classrooms
Extensive Reading
What it is
• Brown (1989) explains that extensive reading is carried out "to achieve a general understanding of a text."
• Long and Richards (1971, p.216) identify extensive reading as "occurring when students read large amounts of high interest material, usually out of class, concentrating on meaning, "reading for gist" and skipping unknown words."
• The aims of extensive reading are to build reader confidence and enjoyment.
• Extensive reading is always done for the comprehension of main ideas, not for specific details.
Extensive reading on the other hand, involves reading of large quantities of material, directly and fluently. It is treated as a means to an end
Characteristics:
Day and Bamford (1980) put forward ten characteristics identified in successful Extensive Reading Programs. They are duplicated (in abbreviated form) below:
1. Students read as much as possible.
2. A variety of materials on a range of topics is available.
3. Students select what they want to read .
4. The purposes of reading are usually related to pleasure, information and general understanding.
5. Reading is its own reward.
6. Reading materials are well within the linguistic competence of the students in terms of vocabulary and grammar.
7. Reading is individual and silent.
8. Reading speed is usually faster than slower.
9. Teachers orient students to the goals of the program.
10. The teacher is a role model of a reader for the students
SUMBER :
http://fis.ucalgary.ca/Brian/611/readingtype.html#overview
Name : Try Dina Marianti
ReplyDeleteNim : 09250062/pbi 02/iain rf plg
Intensive Reading,
sometimes called "Narrow Reading", may involve students reading selections by the same author or several texts about the same topic. When this occurs, content and grammatical structures repeat themselves and students get many opportunities to understand the meanings of the text. The success of "Narrow Reading" on improving reading comprehension is based on the premise that the more familiar the reader is with the text, either due to the subject matter or having read other works by the same author, the more comprehension is promoted.
Intensive reading is used to teach or practice specific reading strategies or skills. The text is treated as an end in itself.
Characteristics:
• usually classroom based
• reader is intensely involved in looking inside the text
• students focus on linguistic or semantic details of a reading
• students focus on surface structure details such as grammar and discourse markers
• students identify key vocabulary
• students may draw pictures to aid them (such as in problem solving)
• texts are read carefully and thoroughly, again and again
• aim is to build more language knowledge rather than simply practice the skill of reading
• seen more commonly than extensive reading in classrooms
Extensive Reading
What it is
• Brown (1989) explains that extensive reading is carried out "to achieve a general understanding of a text."
• Long and Richards (1971, p.216) identify extensive reading as "occurring when students read large amounts of high interest material, usually out of class, concentrating on meaning, "reading for gist" and skipping unknown words."
• The aims of extensive reading are to build reader confidence and enjoyment.
• Extensive reading is always done for the comprehension of main ideas, not for specific details.
Extensive reading on the other hand, involves reading of large quantities of material, directly and fluently. It is treated as a means to an end
Characteristics:
Day and Bamford (1980) put forward ten characteristics identified in successful Extensive Reading Programs. They are duplicated (in abbreviated form) below:
1. Students read as much as possible.
2. A variety of materials on a range of topics is available.
3. Students select what they want to read .
4. The purposes of reading are usually related to pleasure, information and general understanding.
5. Reading is its own reward.
6. Reading materials are well within the linguistic competence of the students in terms of vocabulary and grammar.
7. Reading is individual and silent.
8. Reading speed is usually faster than slower.
9. Teachers orient students to the goals of the program.
10. The teacher is a role model of a reader for the students
SUMBER :
http://fis.ucalgary.ca/Brian/611/readingtype.html#overview
The difference between an extensive reading and intensive reading
ReplyDeleteExtensive is the one of way reading. In extensive reading usually the students effort to get the essence from the story/problem. Just skip over the parts that they don't know and try to get the general gist of things. It develops at the student's own pace according to individual ability. It will be selected at a lower level of difficulty than that for intensive reading. The purpose of extensive reading is to train the students to read directly and fluently in the target language for enjoyment without the aid of the teacher.
Intensive is about studying minute details and trying to wring absolutely every drop of information out of a section of text. It is related to further progress in language learning under the teacher's guidance. Students will study short stories and extracts from novels, chosen for the standard of difficultly of the language and for the interest they hold for this particular group of students. Intensive reading is generally at a slower speed and requires a higher degree of understanding to develop and refine word study skills, enlarge passive vocabulary, reinforce skills related to sentence structure, increase active vocabulary, distinguish among thesis and fact.
References:
http://wiki.answers.com/Q/What_is_the_Difference_between_intensive_and_extensive_reading
http://erkoritsumeikan.wordpress.com/2008/10/11/extensive-reading/
THE DIFFERENCE OF AN EXTENSIVE READING AND INTENSIVE READING
ReplyDeleteReading is an activity that can add someone’s knowledge about important news and also some new vocabulary items.
Graham Stanley,
Extensive Reading involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts. It means that students are given freedom to choose their own topic which they think are interested to be discussed. In this case, the students also have to find supported articles related to the topic in order to give them background knowledge, so that they know more about the topic they have chosen. It is different from
Intensive Reading that does not allow the students to find a topic they like. The topic is given by the teacher. The students also do not necessary to look for supported articles because the topic which is chosen by the teacher is usually short and easy to understand.
The another difference is about students’ activity in class.
In Extensive Reading the students’ activity is more complex than in Intensive Reading.
The students, in Extensive Reading class, usually are asked to write a summary after reading an article/ passage. As we know, writing summary is not an easy thing to do. It allows learners to assert full control, both of the main factual or fictional content of an article/ book, and of the grammar and vocabulary used to express it (Bell, 1998). Besides, the students also will do a short presentation on what they have read. By doing short presentation, the students will have knowledge of the right preparation, self- independence and autonomy (Bell, 1998). While in Intensive Reading, instead of writing summary and having presentation, the students are asked to answer some questions related to the topic which is given by the teacher. Usually, all of the answers are available on the text, so that the students only rewrite it.
Reference:
http://dianingpadmi.wordpress.com/eedduuccaattiioonn/extensive-and-intensive-reading/
NAME : MUJI LESTARI
ReplyDeleteNIM :09 25 0038
EXTENSIVE AND INTENSIVE READING
Extensive reading is an approach to language learning, including foreign language learning, by the means of a large amount of reading.
Intensive reading, as I see it, is the practice of reading short-to-medium length passages with the aim of focusing on specific text-based elements, such as comprehension, vocabulary, etc.
Intensive Reading (IR) occurs when the learner is focused on the language rather than the text. For example, the learner may be answering comprehension questions, learning new vocabulary, studying the grammar and expressions in the text, translating the passage (sometimes called 'careful reading'), or other tasks that involve the student in looking intensively (inside) the text. Most often all the students read the same short text that the teacher decided.
THE DIFFERENCE OF AN EXTENSIVE AND INTENSIVE READING
Intensive reading - you read with concentration and great care in order to understand exactly the meaning of what you read. This is particularly necessary for legal documents, financial documents, academic reports and anything to do with business.
Extensive reading - you read as many different kinds of books/journals/papers as you can, chiefly for pleasure, and only needing a general understanding of the content.
REFFERENCE
http://answers.yahoo.com/question/index?qid=20070902105045AAyuK6a (2012)
http://www.querycat.com/question/f9d7022094f6b78de687d43ab03d8054
Anglika.2008.Available on:
http: //www.usingenglish.com/forum/ask-teacher/67631-what-difference-between-intensive-extensive-reading.html.Accessed on 7 May 2008.
http://www.ehow.co.uk/about_6593485_definition-reading-comprehension.html
Nim : 09250049
ReplyDeleteIntensive and extensive reading
Reading has traditionally been divided into two types: intensive and extensive. In broad terms, intensive reading may be described as the practice of particular reading skills and the close linguistic study of text. Extensive reading, on the other hand, can be defined as reading a large quantity of text, where reading confidence and reading fluency are prioritised.
Example
Extensive reading, The learners read a short text and put events from it into chronological order.
Intensive reading activities include skimming a text for specific information to answer true or false statements or filling gaps in a summary, scanning a text to match headings to paragraphs, and scanning jumbled paragraphs and then reading them carefully to put them into the correct order.
• Extensive Reading usually means reading a lot of self-selected easy, interesting texts, and doing few or no exercises afterwards.
• Extensive Reading is a way to teach a foreign language (in general) and a way to teach reading (in particular).
Reference
Coady, J. 1997. L2 vocabulary acquisition through extensive reading. In J. Coady & T. Huckin. (eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 225-237). Cambridge: Cambridge University Press. .
http://www.teachingenglish.org.uk/knowledge-database/intensive-reading
This comment has been removed by the author.
ReplyDeleteName : Muhammad Edward
ReplyDeleteNim 09250706
A. Intensive Reading & Extensive Reading
Definitions:
1. Extensive Reading:
It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
2. Intensive Reading:
The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
B. Extensive reading vs. Intensive reading
Extensive reading as a term naming an approach to teaching a foreign language reading was introduced by Harold Palmer and Michael West after piloting a project of ER in India. The term was chosen to distinguish extensive reading from intensive reading. Intensive reading refers to “careful reading (or translation) of shorter, more difficult foreign language texts with the goal of complete and detailed understanding” (Bamford and Welsh 1). On the other hand Extensive Reading is based on reading easy material that contains mostly one to two unknown words per page for general understanding. Students choose their own materials and can stop reading if the material is not interesting for them. There are no tests after reading; student’s personal reaction to reading is the goal. ER imitates reading in the first language in the way that its key elements are purpose and pleasure (Bamford and Welsh 1). Bamford states that Intensive reading can be associated with teaching of reading in terms of its component skills i.e. distinguishing the main idea of a text, reading for gist etc. Extensive reading, in contrast, is generally “associated with reading large amounts of text with the aim of getting the overall meaning of the text rather than the meaning of individual words or sentences.” (Bamford and Welch 1)
C. The following list offers basic characteristics of each approach:
Linguistic focus
• Intensive reading ( Analysis of the language)
• Extensive reading ( Fluency, skill forming )
DIFFICULTY
• Intensive reading ( Usually difficult )
• Extensive reading ( Very easy )
Amount
• Intensive reading ( little )
• Extensive reading ( a book a week )
Selection
• Intensive reading ( teacher selects )
• Extensive reading ( learner selects )
What materials
• Intensive reading ( All learners study the same material )
• Extensive reading ( All learners read different things (something interesting to them )
Where
• Intensive reading ( in class)
• Extensive reading ( Mostly at home )
Comprehension
• Intensive reading ( Checked by specific questions )
• Extensive reading ( Checked by reports / summaries )
References
Stanley, Graham. “Extensive Reading”. BBC /British Council teaching English – Reading.
7 May 2007. .
Vaezi, Shahin. “Theories of Reading 2”. BBC /British Council teaching English – Reading.
7 May 2007. .
Susser, Bernard and Thomas N. Robb. “EFL Extensive Reading Instruction: Research and Procedure”. JALT Journal, 12.2 (Nov 1990). 7 May 2007.
Bamford, Julian and Richard R. Day. Extensive Reading Activities for Teaching Language. Cambridge: CUP, 2004.
Bamford, Julian and Roberta Welch. “Starting Extensive Reading Programs at Universities, Vocational Schools and Language Schools”. 7 May 2007.
Hill, David R.. “Setting Up An Extensive Reading Prgramme: Practical Tips”. The Language Teacher Online. 7 May 2007.
Name : Muhammad Edward
ReplyDeleteNim : 09250706
A. Intensive Reading & Extensive Reading
Definitions:
1. Extensive Reading:
It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
2. Intensive Reading:
The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
B. Extensive reading vs. Intensive reading
Extensive reading as a term naming an approach to teaching a foreign language reading was introduced by Harold Palmer and Michael West after piloting a project of ER in India. The term was chosen to distinguish extensive reading from intensive reading. Intensive reading refers to “careful reading (or translation) of shorter, more difficult foreign language texts with the goal of complete and detailed understanding” (Bamford and Welsh 1). On the other hand Extensive Reading is based on reading easy material that contains mostly one to two unknown words per page for general understanding. Students choose their own materials and can stop reading if the material is not interesting for them. There are no tests after reading; student’s personal reaction to reading is the goal. ER imitates reading in the first language in the way that its key elements are purpose and pleasure (Bamford and Welsh 1). Bamford states that Intensive reading can be associated with teaching of reading in terms of its component skills i.e. distinguishing the main idea of a text, reading for gist etc. Extensive reading, in contrast, is generally “associated with reading large amounts of text with the aim of getting the overall meaning of the text rather than the meaning of individual words or sentences.” (Bamford and Welch 1)
C. The following list offers basic characteristics of each approach:
Linguistic focus
• Intensive reading ( Analysis of the language)
• Extensive reading ( Fluency, skill forming )
DIFFICULTY
• Intensive reading ( Usually difficult )
• Extensive reading ( Very easy )
Amount
• Intensive reading ( little )
• Extensive reading ( a book a week )
Selection
• Intensive reading ( teacher selects )
• Extensive reading ( learner selects )
What materials
• Intensive reading ( All learners study the same material )
• Extensive reading ( All learners read different things (something interesting to them )
Where
• Intensive reading ( in class)
• Extensive reading ( Mostly at home )
Comprehension
• Intensive reading ( Checked by specific questions )
• Extensive reading ( Checked by reports / summaries )
References
Stanley, Graham. “Extensive Reading”. BBC /British Council teaching English – Reading.
7 May 2007. .
Vaezi, Shahin. “Theories of Reading 2”. BBC /British Council teaching English – Reading.
7 May 2007. .
Susser, Bernard and Thomas N. Robb. “EFL Extensive Reading Instruction: Research and Procedure”. JALT Journal, 12.2 (Nov 1990). 7 May 2007.
Bamford, Julian and Richard R. Day. Extensive Reading Activities for Teaching Language. Cambridge: CUP, 2004.
Bamford, Julian and Roberta Welch. “Starting Extensive Reading Programs at Universities, Vocational Schools and Language Schools”. 7 May 2007.
Hill, David R.. “Setting Up An Extensive Reading Prgramme: Practical Tips”. The Language Teacher Online. 7 May 2007.
Nama: trisnawati
ReplyDeleteNIM: 09250709
Extensive vs intensive reading
Extensive reading
Extensive reading is an approach to language learning, including foreign language learning, by the means of a large amount of reading. The learners view and review of unknown words in specific context will allow the learner to infer the word's meaning, and thus to learn unknown words. While the mechanism is commonly accepted as true, its importance in language learning is disputed.
Extensive reading is contrasted with intensive reading, which is slow, careful reading of a small amount of difficult text – it is when one is "focused on the language rather than the text". Extensive and intensive reading are two approaches to language learning and instruction, and may be used concurrently; intensive reading is however the more common approach, and often the only one used. Extensive reading has been used and advocated in language learning since at least the 19th century. The idea behind extensive reading is that a lot of reading of interesting material that is slightly below, at, or barely above the full comprehension level of the reader will foster improved language skills.
Intensive reading
Intensive is about studying minute details and trying to wring absolutely every drop of information out of a section of text. The intensive Reading Technique is reading for a high degree of comprehension and retention over a long period of time. Intensive Reading is basically a "study" technique for organizing readings which will have to be understood and remembered. One may have good comprehension while reading line-by-line, but remembering is what counts. Intensive reading involves learners reading in detail with specific learning aims and tasks. It can be compared with extensive reading, which involves learners reading texts for enjoyment and to develop general reading skills.
Extensive and Intensive are different in some cases. two differences between Extensive Reading and Intensive Reading; therefore Extensive Reading has more important purpose compared to Intensive Reading in broadening students’ knowledge.
The first difference is that Extensive Reading covers large area, while Intensive Reading covers narrower area. According to Graham Stanley, Extensive Reading involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts. It means that students are given freedom to choose their own topic which they think are interested to be discussed. It is different from Intensive Reading that does not allow the students to find a topic they like. The topic is given by the teacher. The students also do not necessary to look for supported articles because the topic which is chosen by the teacher is usually short and easy to understand.
The second difference is about students’ activity in class. In Extensive Reading the students’ activity is more complex than in Intensive Reading. The students, in Extensive Reading class, usually are asked to write a summary after reading an article/ passage. Besides, the students also will do a short presentation on what they have read. By doing short presentation, the students will have knowledge of the right preparation, self- independence and autonomy. While in Intensive Reading, instead of writing summary and having presentation, the students are asked to answer some questions related to the topic which is given by the teacher. Usually, all of the answers are available on the text, so that the students only rewrite it.
References:
http://www.teachingenglish.org.uk/knowledge-database/intensive-reading
http://en.wikipedia.org/wiki/Extensive_reading
http://languagefixation.wordpress.com/2009/09/19/intensive-and-extensive-reading/
Intensive Reading & Extensive Reading
ReplyDeleteDefinitions:
Extensive Reading:
It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
Intensive Reading:
The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
To sum up, Palmer (1964) also concludes that both types of the reading are important because the main goal of reading is to comprehend the printed pages.
Classroom Reading Techniques and tasks
Activate prior knowledge
Discuss about the topic to trigger the interest and motivation
Relate personal experience to the text
Familiarize yourself with the vocabulary relevant with the topic
Use pictures/ illustrations to help arouse and flourish imagination
Set questions relating to increase curiosity and willingness to read.
Scanning for particular or specific ideas/ answers to particular questions
Skimming for general ideas and central ideas
Gather information: who, what, when, where, which, why, how?
Predict and guess: what do you think will happen next?
Suppose: If you were him/her, would you …? What would you do?
Guess the title
Word study: Synonym, Antonym, Prefix, Suffix, categorizing, class
Reading report
Summary
Match ideas with sentences …T/F
Fill in the Blank
Chart…..
The following strategies can help you with reading. Please classify them on the basis of pre-reading, while-reading, and post- reading. Put tick () 1. pre-reading 2. while-reading 3. while-reading
1. Reading the topic or heading of the passage.
2. Looking at the illustrations and pictures given in the texts.
3. Reading the every first sentence of each paragraph in texts.
4. Asking yourself how the given texts are related to what you have already known.
5. Trying to think about the reason why you are reading the text.
6. Asking yourself and try to understand what the purpose of the text the writer conveys?
7. Changing the predictions slightly in order for the better comprehension.
8. Linking your prior knowledge or knowledge of the world with your reading for the better comprehension of the texts.
9. Checking the predictions about the texts while reading.
10. Practicing the skills and strategies you have been using during your reading for future or further reading.
11. Applying the knowledge of the texts you read in your daily activities.
12. Skipping the words you do not know the meaning in the texts and keep reading.
13. Breaking the sentences into smaller units, phrases, and individual words for your understanding of the passage.
14. Read repeatedly aloud or silently and try to understand every word to help you to understand the ideas in the texts.
15. Taking notes and having the important words and ideas underlined.
16. Translating the passage read into your own language.
17. Finding out the word parts to reason the meaning in the texts. For example: postwar → post (after) + war.
18. Reading the questions before reading the texts.
19. Reading the conclusion before reading the texts.
20. Going back to read some parts of the texts of that you are not sure.
NAMA : LISMANIA
ReplyDeleteNIM : 09250703
INTENSIVE & EXTENSIVE READING
A.Intensive Reading
Intensive reading may be described as the practice of particular reading skills and the close linguistic study of text. Extensive reading, on the other hand, can be defined as reading a large quantity of text, where reading confidence and reading fluency are prioritised. Although this twin categorization of reading into two basic types can be found in many teacher resource books for the teaching of English as a foreign language (Grellet:1981, Nuttall:1982, for example), it is not the whole story, as the student's learning history clearly pointed out. We need to extend the categorization. We can do this by adding, first, oral reading (Day:1993), or reading aloud in class, where considerable focus is put on correct pronunciation of the text - and, second, text translation, where correct translation of the foreign language text into the learners' mother tongue is emphasized in tandem with the study of an array of grammatical, lexical and phonological points.
B.Extensive Reading
Extensive is when we try to cover vast amounts of materials, but just skip over the parts you don’t know and try to get the general gist of things. It’s all about context and the big picture. Once you get awesome, you can just sit down and read a book and understand everything, and you’re doing an extensive exercise still.
C.Differences between intensive & extensive reading
Extensive is when you try to cover vast amounts of materials, but just skip over the parts you don't know and try to get the general gist of things. It's all about context and the big picture. Once you get awesome, you can just sit down and read a book and understand everything, and you're doing an extensive exercise still.
Intensive is about studying minute details and trying to wring absolutely every drop of information out of a section of text. The easy way to compare these two types is reading the same paragraph 100 times (intensive) vs. reading 100 different paragraphs (extensive).
These two aspects of reading can play off each other. Extensive reading gives you a sense of familiarity, and can help you get curious about the language. You see things many times in different places, and start to wonder about how they work, and you get a mild sense of how they work. You slowly pick up the meanings of hundreds of words in parallel. When you then do some intensive work, you can connect each new word to a lot of dots already from your experience. There's an existing web in which to place that new word.
http://wiki.answers.com/Q/What_is_the_Difference_between_intensive_and_extensive_reading
http://penta.ufrgs.br/edu/telelab/7/andy2.htm
nama: liza fitriani
ReplyDeletenim : 09250704
Intensive Reading & Extensive Reading
Definitions:
Extensive Reading:
It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
Intensive Reading:
The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
To sum up, Palmer (1964) also concludes that both types of the reading are important because the main goal of reading is to comprehend the printed pages.
Classroom Reading Techniques and tasks
Activate prior knowledge
Discuss about the topic to trigger the interest and motivation
Relate personal experience to the text
Familiarize yourself with the vocabulary relevant with the topic
Use pictures/ illustrations to help arouse and flourish imagination
Set questions relating to increase curiosity and willingness to read.
Scanning for particular or specific ideas/ answers to particular questions
Skimming for general ideas and central ideas
Gather information: who, what, when, where, which, why, how?
Predict and guess: what do you think will happen next?
Suppose: If you were him/her, would you …? What would you do?
Guess the title
Word study: Synonym, Antonym, Prefix, Suffix, categorizing, class
Reading report
Summary
Match ideas with sentences …T/F
Fill in the Blank
Chart…..
The following strategies can help you with reading. Please classify them on the basis of pre-reading, while-reading, and post- reading. Put tick () 1. pre-reading 2. while-reading 3. while-reading
1. Reading the topic or heading of the passage.
2. Looking at the illustrations and pictures given in the texts.
3. Reading the every first sentence of each paragraph in texts.
4. Asking yourself how the given texts are related to what you have already known.
5. Trying to think about the reason why you are reading the text.
6. Asking yourself and try to understand what the purpose of the text the writer conveys?
7. Changing the predictions slightly in order for the better comprehension.
8. Linking your prior knowledge or knowledge of the world with your reading for the better comprehension of the texts.
9. Checking the predictions about the texts while reading.
10. Practicing the skills and strategies you have been using during your reading for future or further reading.
11. Applying the knowledge of the texts you read in your daily activities.
12. Skipping the words you do not know the meaning in the texts and keep reading.
13. Breaking the sentences into smaller units, phrases, and individual words for your understanding of the passage.
14. Read repeatedly aloud or silently and try to understand every word to help you to understand the ideas in the texts.
15. Taking notes and having the important words and ideas underlined.
16. Translating the passage read into your own language.
17. Finding out the word parts to reason the meaning in the texts. For example: postwar → post (after) + war.
18. Reading the questions before reading the texts.
19. Reading the conclusion before reading the texts.
20. Going back to read some parts of the texts of that you are not sure.
Nama: liza fitriani
ReplyDeleteNim: 09250704
Intensive Reading & Extensive Reading
Definitions:
Extensive Reading:
It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
Intensive Reading:
The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
To sum up, Palmer (1964) also concludes that both types of the reading are important because the main goal of reading is to comprehend the printed pages.
Classroom Reading Techniques and tasks
Activate prior knowledge
Discuss about the topic to trigger the interest and motivation
Relate personal experience to the text
Familiarize yourself with the vocabulary relevant with the topic
Use pictures/ illustrations to help arouse and flourish imagination
Set questions relating to increase curiosity and willingness to read.
Scanning for particular or specific ideas/ answers to particular questions
Skimming for general ideas and central ideas
Gather information: who, what, when, where, which, why, how?
Predict and guess: what do you think will happen next?
Suppose: If you were him/her, would you …? What would you do?
Guess the title
Word study: Synonym, Antonym, Prefix, Suffix, categorizing, class
Reading report
Summary
Match ideas with sentences …T/F
Fill in the Blank
Chart…..
The following strategies can help you with reading. Please classify them on the basis of pre-reading, while-reading, and post- reading. Put tick () 1. pre-reading 2. while-reading 3. while-reading
1. Reading the topic or heading of the passage.
2. Looking at the illustrations and pictures given in the texts.
3. Reading the every first sentence of each paragraph in texts.
4. Asking yourself how the given texts are related to what you have already known.
5. Trying to think about the reason why you are reading the text.
6. Asking yourself and try to understand what the purpose of the text the writer conveys?
7. Changing the predictions slightly in order for the better comprehension.
8. Linking your prior knowledge or knowledge of the world with your reading for the better comprehension of the texts.
9. Checking the predictions about the texts while reading.
10. Practicing the skills and strategies you have been using during your reading for future or further reading.
11. Applying the knowledge of the texts you read in your daily activities.
12. Skipping the words you do not know the meaning in the texts and keep reading.
13. Breaking the sentences into smaller units, phrases, and individual words for your understanding of the passage.
14. Read repeatedly aloud or silently and try to understand every word to help you to understand the ideas in the texts.
15. Taking notes and having the important words and ideas underlined.
16. Translating the passage read into your own language.
17. Finding out the word parts to reason the meaning in the texts. For example: postwar → post (after) + war.
18. Reading the questions before reading the texts.
19. Reading the conclusion before reading the texts.
20. Going back to read some parts of the texts of that you are not sure.
Nama: liza fitriani
ReplyDeleteNim: 09250704
Intensive Reading & Extensive Reading
Definitions:
Extensive Reading:
It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
Intensive Reading:
The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
To sum up, Palmer (1964) also concludes that both types of the reading are important because the main goal of reading is to comprehend the printed pages.
Classroom Reading Techniques and tasks
Activate prior knowledge
Discuss about the topic to trigger the interest and motivation
Relate personal experience to the text
Familiarize yourself with the vocabulary relevant with the topic
Use pictures/ illustrations to help arouse and flourish imagination
Set questions relating to increase curiosity and willingness to read.
Scanning for particular or specific ideas/ answers to particular questions
Skimming for general ideas and central ideas
Gather information: who, what, when, where, which, why, how?
Predict and guess: what do you think will happen next?
Suppose: If you were him/her, would you …? What would you do?
Guess the title
Word study: Synonym, Antonym, Prefix, Suffix, categorizing, class
Reading report
Summary
Match ideas with sentences …T/F
Fill in the Blank
Chart…..
The following strategies can help you with reading. Please classify them on the basis of pre-reading, while-reading, and post- reading. Put tick () 1. pre-reading 2. while-reading 3. while-reading
1. Reading the topic or heading of the passage.
2. Looking at the illustrations and pictures given in the texts.
3. Reading the every first sentence of each paragraph in texts.
4. Asking yourself how the given texts are related to what you have already known.
5. Trying to think about the reason why you are reading the text.
6. Asking yourself and try to understand what the purpose of the text the writer conveys?
7. Changing the predictions slightly in order for the better comprehension.
8. Linking your prior knowledge or knowledge of the world with your reading for the better comprehension of the texts.
9. Checking the predictions about the texts while reading.
10. Practicing the skills and strategies you have been using during your reading for future or further reading.
11. Applying the knowledge of the texts you read in your daily activities.
12. Skipping the words you do not know the meaning in the texts and keep reading.
13. Breaking the sentences into smaller units, phrases, and individual words for your understanding of the passage.
14. Read repeatedly aloud or silently and try to understand every word to help you to understand the ideas in the texts.
15. Taking notes and having the important words and ideas underlined.
16. Translating the passage read into your own language.
17. Finding out the word parts to reason the meaning in the texts. For example: postwar → post (after) + war.
18. Reading the questions before reading the texts.
19. Reading the conclusion before reading the texts.
20. Going back to read some parts of the texts of that you are not sure.
Nama: liza fitriani
ReplyDeleteNim: 09250704
Intensive Reading & Extensive Reading
Definitions:
Extensive Reading:
It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
Intensive Reading:
The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
To sum up, Palmer (1964) also concludes that both types of the reading are important because the main goal of reading is to comprehend the printed pages.
Classroom Reading Techniques and tasks
Activate prior knowledge
Discuss about the topic to trigger the interest and motivation
Relate personal experience to the text
Familiarize yourself with the vocabulary relevant with the topic
Use pictures/ illustrations to help arouse and flourish imagination
Set questions relating to increase curiosity and willingness to read.
Scanning for particular or specific ideas/ answers to particular questions
Skimming for general ideas and central ideas
Gather information: who, what, when, where, which, why, how?
Predict and guess: what do you think will happen next?
Suppose: If you were him/her, would you …? What would you do?
Guess the title
Word study: Synonym, Antonym, Prefix, Suffix, categorizing, class
Reading report
Summary
Match ideas with sentences …T/F
Fill in the Blank
Chart…..
The following strategies can help you with reading. Please classify them on the basis of pre-reading, while-reading, and post- reading. Put tick () 1. pre-reading 2. while-reading 3. while-reading
1. Reading the topic or heading of the passage.
2. Looking at the illustrations and pictures given in the texts.
3. Reading the every first sentence of each paragraph in texts.
4. Asking yourself how the given texts are related to what you have already known.
5. Trying to think about the reason why you are reading the text.
6. Asking yourself and try to understand what the purpose of the text the writer conveys?
7. Changing the predictions slightly in order for the better comprehension.
8. Linking your prior knowledge or knowledge of the world with your reading for the better comprehension of the texts.
9. Checking the predictions about the texts while reading.
10. Practicing the skills and strategies you have been using during your reading for future or further reading.
11. Applying the knowledge of the texts you read in your daily activities.
12. Skipping the words you do not know the meaning in the texts and keep reading.
13. Breaking the sentences into smaller units, phrases, and individual words for your understanding of the passage.
14. Read repeatedly aloud or silently and try to understand every word to help you to understand the ideas in the texts.
15. Taking notes and having the important words and ideas underlined.
16. Translating the passage read into your own language.
17. Finding out the word parts to reason the meaning in the texts. For example: postwar → post (after) + war.
18. Reading the questions before reading the texts.
19. Reading the conclusion before reading the texts.
20. Going back to read some parts of the texts of that you are not sure.
This comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteA. Intensive Reading & Extensive Reading
ReplyDeleteDefinitions:
1. Extensive Reading:
It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
2. Intensive Reading:
The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
B. Extensive reading vs. Intensive reading
Extensive reading as a term naming an approach to teaching a foreign language reading was introduced by Harold Palmer and Michael West after piloting a project of ER in India. The term was chosen to distinguish extensive reading from intensive reading. Intensive reading refers to “careful reading (or translation) of shorter, more difficult foreign language texts with the goal of complete and detailed understanding” (Bamford and Welsh 1). On the other hand Extensive Reading is based on reading easy material that contains mostly one to two unknown words per page for general understanding. Students choose their own materials and can stop reading if the material is not interesting for them. There are no tests after reading; student’s personal reaction to reading is the goal. ER imitates reading in the first language in the way that its key elements are purpose and pleasure (Bamford and Welsh 1). Bamford states that Intensive reading can be associated with teaching of reading in terms of its component skills i.e. distinguishing the main idea of a text, reading for gist etc. Extensive reading, in contrast, is generally “associated with reading large amounts of text with the aim of getting the overall meaning of the text rather than the meaning of individual words or sentences.” (Bamford and Welch 1)
C. The following list offers basic characteristics of each approach:
Linguistic focus
• Intensive reading ( Analysis of the language)
• Extensive reading ( Fluency, skill forming )
DIFFICULTY
• Intensive reading ( Usually difficult )
• Extensive reading ( Very easy )
Amount
• Intensive reading ( little )
• Extensive reading ( a book a week )
Selection
• Intensive reading ( teacher selects )
• Extensive reading ( learner selects )
What materials
• Intensive reading ( All learners study the same material )
• Extensive reading ( All learners read different things (something interesting to them )
Where
• Intensive reading ( in class)
• Extensive reading ( Mostly at home )
Comprehension
• Intensive reading ( Checked by specific questions )
• Extensive reading ( Checked by reports / summaries )
References
Stanley, Graham. “Extensive Reading”. BBC /British Council teaching English – Reading.
7 May 2007. .
Vaezi, Shahin. “Theories of Reading 2”. BBC /British Council teaching English – Reading.
7 May 2007. .
Susser, Bernard and Thomas N. Robb. “EFL Extensive Reading Instruction: Research and Procedure”. JALT Journal, 12.2 (Nov 1990). 7 May 2007.
Bamford, Julian and Richard R. Day. Extensive Reading Activities for Teaching Language. Cambridge: CUP, 2004.
Bamford, Julian and Roberta Welch. “Starting Extensive Reading Programs at Universities, Vocational Schools and Language Schools”. 7 May 2007.
Hill, David R.. “Setting Up An Extensive Reading Prgramme: Practical Tips”. The Language Teacher Online. 7 May 2007.
Intensive Reading VS Extensive Reading
ReplyDeleteAccording to Texas A&M University (2011) said that, The intensive Reading Technique is reading for a high degree of comprehension and retention over a long period of time.
• Intensive Reading is basically a "study" technique for organizing readings which will have to be understood and remembered. One may have good comprehension while reading line-by-line, but remembering is what counts.
Furthemore, the differences between Intensive reading and extensive reading are:
In Teaching english website explains (2010), Intensive reading involves learners reading in detail with specific learning aims and tasks. It can be compared with extensive reading, which involves learners reading texts for enjoyment and to develop general reading skills.
• Example
The learners read a short text and put events from it into chronological order.
Intensive Reading:
The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
To sum up, Palmer (1964) also concludes that both types of the reading are important because the main goal of reading is to comprehend the printed pages.
Extensive Reading:
It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
Reference:
Anglika.2008. what defference between intensive and extensive reading. Avalaible on: http://www.usingenglish.com/forum/ask-teacher/67631-what-difference-between-intensive-extensive-reading.html
Accessed on March, 13th 2012
Tcall.2011. Intensive reading.Avalaible on:Texas Center for the Advancement of Literacy & Learning
Riverside Campus, Texas A&M University.http://www-tcall.tamu.edu/research/nso/ss/ss_c.html
Accessed on March, 13th 2012
Teaching English. 2010.Intensive reading. . Avalaible on: //www.teachingenglish.org.uk/knowledge-database/intensive-reading.
Accessed on March, 13th 2012
Nama: liza fitriani
ReplyDeleteNim: 09250704
Intensive Reading & Extensive Reading
Definitions:
extensive reading
An extensive reading programme is a supplementary class library scheme, attached to an English course, in which pupils are given the time, encouragement, and materials to read pleasurably, at their own level, as many books as they can, without the pressures of testing or marks. Thus, pupils are competing only against themselves, and it is up to the teacher to provide the motivation and monitoring to ensure that the maximum number of books is being read in the time available. […] [B]ooks are selected for their attractiveness and relevance to the pupils’ lives, rather than for literary merit (Davis 1995: 329)
Whilst the major reading genre is fiction, non-fiction as well as teenage magazines might also be included in an extensive reading programme. Davis (1995: 330) suggests that ‘[i]deally,
Intensive reading
Intensive reading involves learners reading in detail with specific learning aims and tasks. It can be compared with extensive reading, which involves learners reading texts for enjoyment and to develop general reading skills.
Example
The learners read a short text and put events from it into chronological order.
In the classroom
Intensive reading activities include skimming a text for specific information to answer true or false statements or filling gaps in a summary, scanning a text to match headings to paragraphs, and scanning jumbled paragraphs and then reading them carefully to put them into the correct order.
http://www.grin.com/en/e-book/133427/extensive-reading
http://www.teachingenglish.org.uk/knowledge-database/intensive-reading
http://www.google.co.id/#hl=id&sclient=psy-ab&q=intensive+and+extensive+reading&oq=intensive+%26+ex&aq=1sL&aqi=g-sL2g-vL2&aql=&gs_sm=1&gs_upl=0l0l1l686l0l0l0l0l0l0l0l0ll0l0&gs_l=hp.1.1.0i10i19l2j0i15i19l2.0l0l1l686l0l0l0l0l0l0l0l0ll0l0&pbx=1&bav=on.2,or.r_gc.r_pw.r_qf.,cf.osb&fp=a720bfcb9f2d923c&biw=1525&bih=677
Nama: liza fitriani
ReplyDeleteNim: 09250704
Intensive Reading & Extensive Reading
Definitions:
extensive reading
An extensive reading programme is a supplementary class library scheme, attached to an English course, in which pupils are given the time, encouragement, and materials to read pleasurably, at their own level, as many books as they can, without the pressures of testing or marks. Thus, pupils are competing only against themselves, and it is up to the teacher to provide the motivation and monitoring to ensure that the maximum number of books is being read in the time available. […] [B]ooks are selected for their attractiveness and relevance to the pupils’ lives, rather than for literary merit (Davis 1995: 329)
Whilst the major reading genre is fiction, non-fiction as well as teenage magazines might also be included in an extensive reading programme. Davis (1995: 330) suggests that ‘[i]deally,
Intensive reading
Intensive reading involves learners reading in detail with specific learning aims and tasks. It can be compared with extensive reading, which involves learners reading texts for enjoyment and to develop general reading skills.
Example
The learners read a short text and put events from it into chronological order.
In the classroom
Intensive reading activities include skimming a text for specific information to answer true or false statements or filling gaps in a summary, scanning a text to match headings to paragraphs, and scanning jumbled paragraphs and then reading them carefully to put them into the correct order.
http://www.grin.com/en/e-book/133427/extensive-reading
http://www.teachingenglish.org.uk/knowledge-database/intensive-reading
http://www.google.co.id/#hl=id&sclient=psy-ab&q=intensive+and+extensive+reading&oq=intensive+%26+ex&aq=1sL&aqi=g-sL2g-vL2&aql=&gs_sm=1&gs_upl=0l0l1l686l0l0l0l0l0l0l0l0ll0l0&gs_l=hp.1.1.0i10i19l2j0i15i19l2.0l0l1l686l0l0l0l0l0l0l0l0ll0l0&pbx=1&bav=on.2,or.r_gc.r_pw.r_qf.,cf.osb&fp=a720bfcb9f2d923c&biw=1525&bih=677
Name : Saidah Syarifah
ReplyDeleteNim : 09250055
Intensive reading
It is related to further progress in language learning under the
teacher's guidance. It provides a basis for explaining difficulties of
structure and for extending knowledge of vocabulary and idioms. It
will provide material for developing greater control of the language
and speech and writing. Students will study short stories and
extracts from novels, chosen for the standard of difficultly of the
language and for the interest they hold for this particular group of
students. Intensive reading is generally at a slower speed and
requires a higher degree of understanding to develop and refine
word study skills, enlarge passive vocabulary, reinforce skills related
to sentence structure, increase active vocabulary, distinguish
among thesis, fact, supportive and non-supportive details, provide
sociocultural insights.
Extensive reading
It develops at the student's own pace according to individual ability.
It will be selected at a lower level of difficulty than that for intensive
reading.Where frequency word counts are available for the language
being learned, extensive reading will conform to a lower frequency
word count than intensive reading. Material will be selected whose
choice of structure is habitually less complex and whose vocabulary
range is less extensive. The purpose of extensive reading is to train
the students to read directly and fluently in the target language for
enjoyment without the aid of the teacher. Where graded texts are
available, structures in texts for extensive reading will be already
familiar, and new items of vocabulary will be introduced slowly in
such a way that their meaning can be deduced from context or
quickly ascertained. The student will be encouraged to make
intelligent guesses at the meaning of unfamiliar items. Material
consists of authentic short stories and plays, or informative or
controversial articles from newspapers and magazines. A few
adaptations of vocabulary and structure will be made. The style of
writing should entail a certain amount of repetition without
monotony. Novelties of vocabulary should not coincide with
difficulties of structure. It 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, Increase total
comprehension, enable students to achieve independence in basic
skill development, acquaint the student with relevant socio-cultural
material, and encourage recreational reading.
Name : Saidah syarifah
ReplyDeleteNim : 09250055
Intensive reading vs Extensive reading
Intensive reading
It is related to further progress in language learning under the
teacher's guidance. It provides a basis for explaining difficulties of
structure and for extending knowledge of vocabulary and idioms. It
will provide material for developing greater control of the language
and speech and writing. Students will study short stories and
extracts from novels, chosen for the standard of difficultly of the
language and for the interest they hold for this particular group of
students. Intensive reading is generally at a slower speed and
requires a higher degree of understanding to develop and refine
word study skills, enlarge passive vocabulary, reinforce skills related
to sentence structure, increase active vocabulary, distinguish
among thesis, fact, supportive and non-supportive details, provide
sociocultural insights.
Extensive reading
It develops at the student's own pace according to individual ability.
It will be selected at a lower level of difficulty than that for intensive
reading.Where frequency word counts are available for the language
being learned, extensive reading will conform to a lower frequency
word count than intensive reading. Material will be selected whose
choice of structure is habitually less complex and whose vocabulary
range is less extensive. The purpose of extensive reading is to train
the students to read directly and fluently in the target language for
enjoyment without the aid of the teacher. Where graded texts are
available, structures in texts for extensive reading will be already
familiar, and new items of vocabulary will be introduced slowly in
such a way that their meaning can be deduced from context or
quickly ascertained. The student will be encouraged to make
intelligent guesses at the meaning of unfamiliar items. Material
consists of authentic short stories and plays, or informative or
controversial articles from newspapers and magazines. A few
adaptations of vocabulary and structure will be made. The style of
writing should entail a certain amount of repetition without
monotony. Novelties of vocabulary should not coincide with
difficulties of structure. It 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, Increase total
comprehension, enable students to achieve independence in basic
skill development, acquaint the student with relevant socio-cultural
material, and encourage recreational reading.
Refference
http// faculty.ksu.edu.sa/.../Reading%20-...
THE DIFFERENCE OF AN EXTENSIVE READING AND INTENSIVE READING
ReplyDeleteM.GHUFRON
09250707
Definitions
A. Extensive reading
extensive reading is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary readin.
B. Intensive reading
intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
The Difference between Extensive Reading And Intensive Reading
Intensive reading if you read with concentration and great care in order to understand exactly the meaning of what you read. This is particularly necessary for legal documents, financial documents, academic reports and anything to do with business. So that is extensive reading this different with Extensive reading is if you read as many different kinds of books/journals/papers as you can, chiefly for pleasure, and only needing a general understanding of the content.
References
http://www.usingenglish.com/forum/ask-teacher/67631-what-difference-between-intensive-extensive-reading.html
http://wiki.answers.com/Q/What_is_the_Difference_between_intensive_and_extensive_reading
M. Ghufron | 09250707
ReplyDeleteTHE DIFFERENCE OF AN EXTENSIVE READING AND INTENSIVE READING
Definitions
A.Extensive Reading
Extensive reading is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
B.Intensive Reading
Intensive reading means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
The Difference Between Extensive Reading And Intensive Reading
Intensive reading if you read with concentration and great care in order to understand exactly the meaning of what you read. This is particularly necessary for legal documents, financial documents, academic reports and anything to do with business. So that is extensive reading this different with Extensive reading is if you read as many different kinds of books/journals/papers as you can, chiefly for pleasure, and only needing a general understanding of the content.
Refferences
http://www.usingenglish.com/forum/ask-teacher/67631-what-difference-between-intensive-extensive-reading.html
http://wiki.answers.com/Q/What_is_the_Difference_between_intensive_and_extensive_reading
M. Ghufron | 09250707
ReplyDeleteTHE DIFFERENCE OF AN EXTENSIVE READING AND INTENSIVE READING
Definitions
A.Extensive Reading
Extensive reading is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
B.Intensive Reading
Intensive reading means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
The Difference Between Extensive Reading And Intensive Reading
Intensive reading if you read with concentration and great care in order to understand exactly the meaning of what you read. This is particularly necessary for legal documents, financial documents, academic reports and anything to do with business. So that is extensive reading this different with Extensive reading is if you read as many different kinds of books/journals/papers as you can, chiefly for pleasure, and only needing a general understanding of the content.
Refferences
http://www.usingenglish.com/forum/ask-teacher/67631-what-difference-between-intensive-extensive-reading.html
http://wiki.answers.com/Q/What_is_the_Difference_between_intensive_and_extensive_reading
M. Ghufron | 09250707
ReplyDeleteTHE DIFFERENCE OF AN EXTENSIVE READING AND INTENSIVE READING
Definitions
A.Extensive Reading
Extensive reading is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
B.Intensive Reading
Intensive reading means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
The Difference Between Extensive Reading And Intensive Reading
Intensive reading if you read with concentration and great care in order to understand exactly the meaning of what you read. This is particularly necessary for legal documents, financial documents, academic reports and anything to do with business. So that is extensive reading this different with Extensive reading is if you read as many different kinds of books/journals/papers as you can, chiefly for pleasure, and only needing a general understanding of the content.
Refferences
http://www.usingenglish.com/forum/ask-teacher/67631-what-difference-between-intensive-extensive-reading.html
http://wiki.answers.com/Q/What_is_the_Difference_between_intensive_and_extensive_reading
Nama : Resti Riyani
ReplyDeleteNim : 09250051
TASK I: THE DIFFERENCE OF AN EXTENSIVE READING AND INTENSIVE READING
1. Extensive Reading:
It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
2. Intensive Reading:
The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
No_free.(2009). said that, Different between Extensive and Intensive Reading are
1. Purpose :
1) In Extensive reading the purpose is to understanding generally what the book tells about, usually, the vocabulary of extensive reading is the easy one or the vocabulary that usually use the readers only a little bite that difficult one. So that, the readers to be enjoyment what they read not to boring. And, they have a fantastic spirit for finishing it and try to read more book like it too.
2) In Intensive reading the purpose is to language study. This reading class only for the learners who want to study the english especially. So that, this is dislike by beginning learners who want to happy for reading not to difficult them.
2. Level :
1) In Extensive reading the level is focus on the beginner learners. That learners are divided into easy (graded reading). The materials is written to the beginner learners.
2) In Intensive reading the level is difficult focus on the native speaker. This reading class only for native speakers who have many knowledge about the language. And they know more than the beginners.
3. Amount :
1) In Extensive reading the amount is a lot. Because the reading is easy the readers can to read many book. Maybe can to read a book a day, or a book a week.
2) In Intensive reading the amount is not much. Because the reading is difficult the readers can not to read more. They read slowly for understanding what book about. Maybe they only can to read a book a week or a book a month.
4. Speed :
1) In Extensive reading the speed of the readers is fast and fluent. This cause is the reading is easy so that, the readers can to read fast because they easy for understanding the reading.
2) In Intensive reading the speed is slow. This cause is the readers must to understanding all of the reading. They must to read slowly to easy for understanding.
5. Selection :
1) In Extensive reading the selection is for learner selects. Because the reading is easy this focus on the learner selects.
2) In Intensive reading the selection is for teacher selects. Commonly the teachers have more knowledge to understand the difficult reading.
6. What materials :
1) In Extensive reading, all learners read different thing because the materials is easy the learners can to read fast and if they finished it they can to move to other different thing.
2) In Intensive reading, all learners study the same materials because they read the reading slowly till they understanding, so, they can not to move to other thing. They only focus on the same materials.
References:
Palmer.2012. What is the meaning of Intensive Reading. Available on: http://www.ask.com/web?q=What+Is+the+Meaning+of+Intensive+Reading%3f&o=102140&l=dir&qsrc=3053&rq=on Accessed on: 9th March 2012
No_free.2009. Different between Extensive and Intensive Reading. Available on: http://mnovrianto.blogspot.com/2009/12/different-between-extensive-and.html Accessed on: 9th March 2012
Name: Tri Anggun Lestari (09250061)
ReplyDeleteEXTENSIVE VS INTENSIVE READING
Reading is an activity that can add someone’s knowledge about important news and also some new vocabulary items. There are two kinds of teaching reading; Extensive and Intensive. Extensive and Intensive are different in some cases. There are three differences between Extensive Reading and Intensive Reading, therefore Extensive Reading has more important purpose compared to Intensive Reading in broadening students’ knowledge.
1. Extensive Reading covers large area, while Intensive Reading covers narrower area. According to Graham Stanley, Extensive Reading involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts. It means that students are given freedom to choose their own topic which they think are interested to be discussed. It is different from Intensive Reading that does not allow the students to find a topic they like. The topic is given by the teacher. The students also do not necessary to look for supported articles because the topic which is chosen by the teacher is usually short and easy to understand.
2. Is about student’s activity in class. In Extensive Reading the student’s activity is more complex than in Intensive Reading. The students, in Extensive Reading class, usually are asked to write a summary after reading an article/ passage. Besides, the students also will do a short presentation on what they have read. While in Intensive Reading, instead of writing summary and having presentation, the students are asked to answer some questions related to the topic which is given by the teacher. Usually, all of the answers are available on the text, so that the students only rewrite it.
3. Extensive Reading will discourage the over- use of dictionary (Bell, 1998); on the contrary dictionary is a must in Intensive Reading. It is true that dictionary have an important place in reading activity, but as stated by Bell (1998) that the students will focus only on the language if they always consult the dictionary every time they find an unfamiliar word. While in Intensive Reading, students have to find difficult words while they are reading. The frequency of using dictionary is often because in Intensive Reading, a text will be used to answer some questions, so the students have to know the meaning of all words in the text in order to make them easy to answer the questions.
In conclusion, through doing complex activities, Extensive Reading can broaden student’s knowledge more than Intensive Reading. In Extensive Reading, students write summary and do presentation which lead them to minimize the use of dictionary. In opposition, the students’ activities in Intensive Reading are more limited. The activities depend on the teacher’s guidance only. This kind of activities will not encourage students to explore their abilities; they cannot broaden knowledge by themselves as well as in Extensive Reading.
REFERENCES:
Bell, Timothy. 1998. Extensive Reading: Why? And How?. The Internet TESL Journal, Vol. IV, No. 12, December 1998. http://iteslj.org/Articles/Bell-Reading.html (Accessed on October 13, 2005)
http://dianingpadmi.wordpress.com/eedduuccaattiioonn/extensive-and-intensive-reading/
Muhamad Jawat
ReplyDelete09250065
posting
THE DIFFERENCE OF AN EXTENSIVE READING AND INTENSIVE READING
1. Intensive reading
Intensive reading, by it’s nature takes a lot of time. Reading material with a lot of new vocabulary and grammar is a slow and tiring process. As a result, even if you spend an hour a day reading (which quite a bit for a language student), you will only get 3 or 4 pages of input. As a result, you won’t encounter the word “nose” in enough contexts to realize when it’s used. This may seem like a small problem, but consider the fact that many, if not most, words cannot be mapped 1-1 from one language to another.
The Intensive Reading Programs are designed for the child who, for some reason or other, has failed to acquire adequate reading skills during the course of the normal classroom language program.
.
They are not designed to replace existing language programs but to supplement them by filling the gaps in the child's repertoire of skills, thereby improving their overall performance in language related areas.
INTENSIVE READING TECHNIQUE
I. The intensive Reading Technique is reading for a high degree of comprehension and retention over a long period of time.
II. Intensive Reading is basically a "study" technique for organizing readings which will have to be understood and remembered. One may have good comprehension while reading line-by-line, but remembering is what counts!
III. Intensive Reading is not a careful, single reading, but is a method based on a variety of techniques like scanning, the surveying techniques of planning your purpose, and others.
The most familiar technique and the heart of intensive reading is to read carefully and thoughtfully
2. extensive reading
The most important thing about choosing materials for extensive reading is that they are at least 98% comprehensible to the students. There should be very little new vocabulary and very little new grammar. One or two new words per page and maybe one new sentence structure per session would be ideal. If the students can already understand that much of the text, new words can often be learned entirely through context. If these few new words appear again and again through out the text, all the better. Words learned like this aren’t learned all at once, of course. Students start with a fuzzy understanding of a new word, which gradually gets clearer and clearer as they encounter it again and again in new contexts. This may seem like a slow way to go, but as I argued in my intensive reading article, there really is no short-cut. Translations accompanied by a few example sentences are never enough alone.
The Role of Extensive Reading in Language Learning
1. It can provide 'comprehensible input'
2. It can enhance learners' general language competence
3. It increases the students' exposure to the language
4. It can increase knowledge of vocabulary
5. It can lead to improvement in writing
6. It can motivate learners to read
7. It can consolidate previously learned language
8. It helps to build confidence with extended texts
9. It encourages the exploitation of textual redundancy
10. It facilitates the development of prediction skills
Reference
http://toshuo.com/2005/what-is-intensive-reading/
http://www.irp.com.au/
http://www-tcall.tamu.edu/research/nso/ss/ss_c.html
http://esl.about.com/od/writinglessonplan1/a/Intensive-Reading-Lesson-Plan.htm
http://iteslj.org/Articles/Bell-Reading.html
This comment has been removed by the author.
ReplyDeleteTHE DIFFERENCE OF AN EXTENSIVE READING AND INTENSIVE READING
ReplyDeleteReading is an activity that can add someone’s knowledge about important news and also some new vocabulary items.
Graham Stanley,
Extensive Reading involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts. It means that students are given freedom to choose their own topic which they think are interested to be discussed. In this case, the students also have to find supported articles related to the topic in order to give them background knowledge, so that they know more about the topic they have chosen.
Intensive Reading that does not allow the students to find a topic they like. The topic is given by the teacher. The students also do not necessary to look for supported articles because the topic which is chosen by the teacher is usually short and easy to understand.
The another difference is about students’ activity in class.
In Extensive Reading the students’ activity is more complex than in Intensive Reading.
The students, in Extensive Reading class, usually are asked to write a summary after reading an article/ passage. As we know, writing summary is not an easy thing to do. It allows learners to assert full control, both of the main factual or fictional content of an article/ book, and of the grammar and vocabulary used to express it (Bell, 1998). Besides, the students also will do a short presentation on what they have read. By doing short presentation, the students will have knowledge of the right preparation, self- independence and autonomy (Bell, 1998). While in Intensive Reading, instead of writing summary and having presentation, the students are asked to answer some questions related to the topic which is given by the teacher. Usually, all of the answers are available on the text, so that the students only rewrite it.
Reference:
http://dianingpadmi.wordpress.com/eedduuccaattiioonn/extensive-and-intensive-reading/
Intensive Reading & Extensive Reading
DeleteDefinitions:
Extensive Reading:
It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
Delete Intensive Reading:
The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
To sum up, Palmer (1964) also concludes that both types of the reading are important because the main goal of reading is to comprehend the printed pages.
Classroom Reading Techniques and tasks
Activate prior knowledge
Discuss about the topic to trigger the interest and motivation
Relate personal experience to the text
Familiarize yourself with the vocabulary relevant with the topic
Use pictures/ illustrations to help arouse and flourish imagination
Set questions relating to increase curiosity and willingness to read.
Scanning for particular or specific ideas/ answers to particular questions
Skimming for general ideas and central ideas
Gather information: who, what, when, where, which, why, how?
Predict and guess: what do you think will happen next?
Suppose: If you were him/her, would you …? What would you do?
Guess the title
Word study: Synonym, Antonym, Prefix, Suffix, categorizing, class
Reading report
Summary
Match ideas with sentences …T/F
Fill in the Blank
Chart…..
DeleteThe following strategies can help you with reading. Please classify them on the basis of pre-reading, while-reading, and post- reading. Put tick (Ö) 1. pre-reading 2. while-reading 3. while-reading
1. Reading the topic or heading of the passage. 1 2 3
2. Looking at the illustrations and pictures given in the texts. 1 2 3
3. Reading the every first sentence of each paragraph in texts. 1 2 3
4. Asking yourself how the given texts are related to what you have already known. 1 2 3
5. Trying to think about the reason why you are reading the text. 1 2 3
6. Asking yourself and try to understand what the purpose of the text the writer conveys? 1 2 3
7. Changing the predictions slightly in order for the better comprehension. 1 2 3
8. Linking your prior knowledge or knowledge of the world with your reading for the better comprehension of the texts. 1 2 3
9. Checking the predictions about the texts while reading. 1 2 3
10. Practicing the skills and strategies you have been using during your reading for future or further reading. 1 2 3
11. Applying the knowledge of the texts you read in your daily activities. 1 2 3
12. Skipping the words you do not know the meaning in the texts and keep reading. 1 2 3
13. Breaking the sentences into smaller units, phrases, and individual words for your understanding of the passage. 1 2 3
14. Read repeatedly aloud or silently and try to understand every word to help you to understand the ideas in the texts. 1 2 3
15. Taking notes and having the important words and ideas underlined. 1 2 3
16. Translating the passage read into your own language. 1 2 3
17. Finding out the word parts to reason the meaning in the texts. For example: postwar → post (after) + war. 1 2 3
18. Reading the questions before reading the texts. 1 2 3
19. Reading the conclusion before reading the texts. 1 2 3
20. Going back to read some parts of the texts of that you are not sure. 1 2 3
21. Writing the summary of the text. 1 2 3
22. Using skimming and scanning to extract both relevant ideas and main ideas. 1 2 3
23. Using the inner structure of the vocabulary and sentence structure to help you understand the texts. 1 2 3
24. Reading the passage and trying to make predictions about what the passages are about? 1 2 3
25. Predicting what is going to be about in the next. 1 2 3
26. Referring to either a bilingual or a monolingual dictionary for the meaning when you do not know the words. 1 2 3
27. Guessing unfamiliar words from the clues in the texts for better comprehension. 1 2 3
28. Putting down the new words and phrases on your vocabulary index cards. 1 2 3
29. Discussing with your friends, classmates, and teachers about what your thoughts are. 1 2 3
30. Giving yourself a reward. 1 2 3
31. When you do not comprehend the text read, telling yourself not to give up and continue reading. 1 2 3
32. Drawing tree map or bubble map to help you organize the information. 1 2 3
33. Using what you have learnt to facilitate your other English skills. 1 2 3
34. Having the news words or phrases grouped according their types. 1 2 3
35. Associating words you read with your existing language knowledge when you do not know the words. 1 2 3
36. Stopping to listen to the music to lower your anxiety for the better productive comprehension when you have difficulty in reading comprehension. 1 2 3
37. Cooperating with successful readers rather than with less successful readers when you do not comprehend the text read totally. 1 2 3
38. Confirming what you have read with friends, classmates, and teachers. 1 2 3
39. Note which date you will read it again after finish reading. 1 2 3
Extensive Reading:
ReplyDeleteIt is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
William Grabe discusses some of the benefits of extensive reading. “longer concentrated periods of silent reading build vocabulary and structural awareness, develop automaticity , enhance background knowledge, improve comprehension skills, and promote confidence and motivation”.
The purpose of extensive reading is to train the students to read directly and fluently in the target language for enjoyment without the aid of the teacher. Where graded texts areavailable, structures in texts for extensive reading will be already familiar, and new items of vocabulary will be introduced slowly insuch a way that their meaning can be deduced from context or quickly ascertained. The student will be encouraged to make intelligent guesses at the meaning of unfamiliar items.
Intensive Reading:
The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
Intensive reading activities are need for four main reason: to help learners comprehend written text, to become more aware of text organisation to better comprehend, to learn how to use and monitor effective reading strategies, and to develop general iteracy skills.
Students will study short stories and extracts from novels, chosen for the standard of difficultly of the language and for the interest they hold for this particular group of students. Intensive reading is generally at a slower speed and requires a higher degree of understanding to develop and refine word study skills, enlarge passive vocabulary, reinforce skills related to sentence structure, increase active vocabulary, distinguish
among thesis, fact, supportive and non-supportive details, provide sociocultural insights.
Akhirman selow. 2009. Definition of Extensive Reading. Available on: http://akhirman.blogspot.com/2009/10/definition-of-extensive-reading.html. Accessed on: monday, 12 March 2012
John Paul loucky. Tt. Combining extensive and intensive reading strategies with cooperative and communicative learning activities. Available on: http://ww7.tiki.ne.jp/~call4all/PDFfiles/j04-combining.pdf. Accessed on: monday, 12 March 2012
nim :09250059
ReplyDeleteIntensive Reading & Extensive Reading
Definitions:
Extensive Reading:
It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
Intensive Reading:
The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
To sum up, Palmer (1964) also concludes that both types of the reading are important because the main goal of reading is to comprehend the printed pages.
Classroom Reading Techniques and tasks
Activate prior knowledge
Discuss about the topic to trigger the interest and motivation
Relate personal experience to the text
Familiarize yourself with the vocabulary relevant with the topic
Use pictures/ illustrations to help arouse and flourish imagination
Set questions relating to increase curiosity and willingness to read.
Scanning for particular or specific ideas/ answers to particular questions
Skimming for general ideas and central ideas
Gather information: who, what, when, where, which, why, how?
Predict and guess: what do you think will happen next?
Suppose: If you were him/her, would you …? What would you do?
Guess the title
Word study: Synonym, Antonym, Prefix, Suffix, categorizing, class
Reading report
Summary
Match ideas with sentences …T/F
Fill in the Blank
Chart…..
Name : Saroni
ReplyDeleteNim : 0825 052
Subject : Extensive reading
Lecturer : Holandyah.
WHAT IS THE DIFFERENCE OF AN EXTENSIVE READING AND INTENSIVE READING?
Extensive reading is an approach to language learning, including foreign languagee learning, by the means of a large amount of reading. The learners view and review of unknown words in specific context will allow the learner to infer the word's meaning, and read line of the book or magazine or others thus to learn unknown words While the mechanism is commonly accepted as true, its importance in language learning is disputed (english language teching “Jeremy Harmer” fourht edition book)
intensive reading, you read slowly, careful reading of a small amount of difficult text – it is when one is "focused on the language rather than the text and read all of the texts one by one and look for the new words. (english language teching “Jeremy Harmer” fourht edition book)
So l can conclude :
Extensive reading - you read as many different kinds of books/journals/papers as you can, chiefly for pleasure, only needing a general understanding of the content and you read dealine of the text no more, you just read any of text.
Intensive reading - you read with concentration and great care in order to understand exactly the meaning of what you read, you read the text seriously and you try to find out the new words or others things new that new for you For example, you read for legal documents, financial documents,magazine, academic reports and anything to do with business. You will read all using intensive reading.