Departmental Bulletin Paper 多読用教材(Graded Readers) を使用した読みの指導が与える影響:非英語専攻の初級レベル学習者を対象とした場合(原山煌教授,Philip Billingsley教授退任記念号)
The Effects of Extensive Reading Instruction with Graded Readers on EFL Learners : Questionnaire Surveys of Non-English-Major University Students(Special Issue Dedicated to Professor HARAYAMA Akira,Professor Philip Billingsley)

釣井, 千恵

The main purpose of the study was to explore the effects of extensive reading instruction on EFL (English as a Foreign Language) learners' perceptions and attitudes towards learning English, and on their English ability. The study employed questionnaires as pre-instruction and post-instruction surveys. Preliminary questionnaire items investigated learners' attitudes towards English reading, their past experiences, and their strategies for reading in English. Post-instruction survey items included items asking about learners' perceptions of their own English abilities, and about their experience of learning English through extensive reading using graded readers. The learners in this study could be categorised as false beginners, with most of them feeling some difficulty in reading and understanding English passages. Their major was neither English nor foreign language but business administration. In the one-semester (15 weeks) English programme, extensive reading instruction was implemented as part of both in-class activities and homework. Learners read a graded reader given out in class and wrote a summary, then discussed the book with another student for several minutes. Alternatively, they read as many words as possible within 10_15 minutes, recording information on the book on a worksheet in the classroom. For homework, they were required to read graded readers borrowed from the University Library, then take a test on the book using `M-Reader,' an online programme which maintains a record of students' reading. The questionnaires were administered twice, once before implementation of the extensive reading instruction, and once again at the end of the semester. The results were as follows : (1) the number of students who tried to find time to read outside the classroom appeared to increase; (2) approximately one out of three participants felt that their general English language ability had increased, and approximately six out of ten experienced an increase in their reading speed ; (3) most students felt a sense of completion when they finished reading a graded reader, and a sense of achievement from passing the M-Reader test and from seeing the record of the number of words they had read ; and (4) approximately four out of ten students displayed willingness to continue learning English with graded readers, while one out of five responded that they had begun to like learning English thanks to extensive reading instruction.

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