An Exploration of Students' and Teachers' Perceptions of a Two-Year Extensive Reading Program in a Chinese Secondary School

Autor/in	Sun, Xiaomei
Titel	An Exploration of Students' and Teachers' Perceptions of a Two-Year Extensive Reading Program in a Chinese Secondary School
Quelle	In: Reading Matrix: An International Online Journal, 20 (2020) 1, S.201-219 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Teacher Attitudes; Student Attitudes; Secondary School Students; Secondary School Teachers; Reading Programs; Program Effectiveness; Novels; English (Second Language); Second Language Instruction; Foreign Countries; Writing (Composition); Student Interests; Teaching Methods; China + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schülerverhalten; Sekundarschüler; Novel; Roman; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Schreibübung; Studieninteresse; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	To date, many studies have shown beneficial influences of extensive reading (ER) on second language or foreign language (L2/FL) acquisition in various aspects. However, limited research has been conducted to explore the implementation of extensive reading in L2/FL in secondary schools. This study focuses on a two-year ER program to investigate five secondary EFL teachers' and eight students' perceptions of ER and its implementation in a Chinese secondary school. Reading materials were original English novels, selected by teachers and students in the first stage and the second stage of the program respectively. Data were collected through semi-structured interviews, students' reading journals and various forms of documents related to the ER program. The findings of this study indicate that teachers' guidance, supervision, and encouragement facilitate the implementation of ER in secondary schools. Meanwhile, reading original novels and keeping reading journals are beneficial for advanced and upper-intermediate EFL leaners. However, secondary EFL teachers are still lacking in related training for ER implementation. (As Provided).
Anmerkungen	Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail: editors@readingmatrix.com; Web site: http://www.readingmatrix.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01