Chapter OneIntroduction
1.1 Background to the Study
Extensive reading (ER) has for many years been recognized as the most successful approach in second and foreign language Education. A large amount of researches investigating the benefits of ER in LI and L2 context have shown that learners benefit from a range of language uses and language knowledge (Shen Ming-yueh, 2017).Extensive reading as a form of learning first appeared during the Renaissance (Kelly,1969). Since then, extensive reading initiated from the field of first language reading. However, after Input Hypothesis was proposed by Krashen, a great amount of studies about extensive reading in second language then were explored (Li Tianzi, 2017).Extensive reading has been shown to be effective in increasing reading speed and comprehension (Bell, 2017). A number of studies have also revealed that extensive reading seems to lead to substantial vocabulary learning and learners show their development in spelling and vocabulary knowledge (Nation, 1997; Pigada & Schmitt,2017; Robb & Sussser, 1989). Elley's (1991) study indicates the learners' dramatic improvement in writing after the conduction of book flood. Tsang (1996) also finds positive results of using simplified reading materials for learners' writing performance. Extensive reading has also been reported to enhance learners' affective domain, such asmotivation and attitude to read (Cho & Krashen， 1994; Leung, 2017). From the above, itis obvious that through a great number of experimental studies, the great importance and effectiveness of extensive reading have been proved.Meanwhile, influenced by the studies of extensive reading abroad, many English extensive reading studies in the classroom have been made in China in recent decades. From 1999 to July, 2017， through the search of key words ― English extensive reading,there are 287 literatures on English extensive reading in CNKI.
1.1探讨背景
泛读（ER）已连续多年被公认为最成功的措施在第二和外语教育。大量的调查探讨的ER李和L2上下文中的好处已经表明，学习者受益范围从语言使用和语言知识（沉明月，2017）。泛读作为第一学习的一种形式出现在文艺复兴时期（凯利，1969年）。从那时起，从第一语言阅读领域的广泛阅读发起。然而，在输入假说提出了Krashen的，大量的探讨第二语言的广泛阅读，然后进行了研讨（李天姿，2017年）。已被证明可有效地提高阅读速度和理解泛读（贝尔，2017年） 。大量的探讨也发现，广泛的阅读似乎导致大量的词汇学习和学习者拼写和词汇知识（国家，1997年其发展; Pigada施密特，2017年;罗布Sussser，1989）。雅利德华（1991）的探讨表明学习者在写本书洪水后传导的显着改善。曾荫权（1996）也发现使用简化的阅读材料，为学生的写作表现的积极成果。泛读也有报道，以提高学习者的情感领域，如阅读动机和态度（CHO克拉申，1994年，梁，2017年）。从上面，它显然，通过大量的实验探讨，广泛阅读的重视和有效性已被证明。同时，广泛阅读国内外探讨的作用，英语论文范文，英语论文，许多英语泛读在课堂上的探讨已经取得了在中国近几十年来。从1999年到2017年7月，通过搜索关键词 - 英语泛读，英语泛读在CNKI上有287篇文献。
Initially a number of the studies are mainly about the correlation analysis betweenEnglish extensive reading and other related elements in the field of second languageacquisition and between English extensive reading and the field of reading strategiestraining, emphasizing the teachers' instruction of reading skills and strategies andlearners' individual learning. However, according to Su Yong (2017), nowadays thegreatest flaw in extensive reading class is one-way direction, the lack of thecommunication between teachers and students, which weakens the classroom teaching.Later the tendency of the studies has shifted from the traditional teaching to theinteraction of the extensive reading class. Li Tianzi (2017) holds that the trend of Englishextensive reading research has shifted to the emphasis of cooperation and interaction withthe application of cooperative learning and task-based learning since interaction andnegotiation wou
|
