The introduction of reading circles in the Language classroom to motivate learners towards L2 reading
Visualitza/
Metadades
Mostra el registre complet de l'elementcomunitat-uji-handle:10234/158176
comunitat-uji-handle2:10234/71345
comunitat-uji-handle3:10234/97643
comunitat-uji-handle4:
TFG-TFMAquest recurs és restringit
Metadades
Títol
The introduction of reading circles in the Language classroom to motivate learners towards L2 readingAutoria
Tutor/Supervisor
Codina Espurz, VictòriaTutor/Supervisor; Universitat.Departament
Universitat Jaume I. Departament d'Estudis AnglesosData de publicació
2016-07-07Editor
Universitat Jaume IResum
It is widely acknowledged that English is a requirement in today‟s world and,
therefore, schools are making a great effort to prepare students for that challenge.
Knowing English is highly beneficial for getting a ... [+]
It is widely acknowledged that English is a requirement in today‟s world and,
therefore, schools are making a great effort to prepare students for that challenge.
Knowing English is highly beneficial for getting a job, communicating with foreign
people, etc.
However, traditional methods and approaches did not seem to be suitable for
learning a second language since they mainly focused on grammatical features.
Fortunately, new methods which bring into focus a communicative perspective have
been introduced in English classrooms, such as CLIL, task-based approaches, etc. These
new methods consider language a tool whose main aim is to communicate with others,
thus, special attention is paid to oral input and output. According to Krashen (1982),
learning a language requires learners to be engaged in meaningful conversations; thus,
students are starting to be encouraged to practice the second language (L2), rather than
leaning it as a mere code.
One of the main procedures to acquire the necessary skills to use the foreign
language actively is reading. While reading, individuals not only develop their
knowledge on grammar and structures, but they are also driven to deepen their inner
thinking and critically analyze what they read in order to enhance comprehension. In
Spanish classrooms, students are usually asked to read books selected by the teachers,
they usually look up the words they do not understand and answer to some questions
about the book after reading it, mainly as a test. However, students do not feel engaged in this kind of exercises, and, as a
consequence, reading comprehension outcomes are non-effective. Some teachers
realized that the common practice to read texts and books in the classroom attained
unsatisfactory results and they designed an original task with the purpose of motivating
students towards reading, which was termed Reading Circles.
Originally, it was aimed at American students in order to encourage reading in
their own language. However, this proposal is intended to be applied in Spanish
classrooms in which students learn English as a foreign language. Regarding the age of
participants, it could be implemented in all the years of high school (even in primary
school); the main aspects to take into account would be the selection of books and texts,
and the degree of involvement of the teacher in the activity, given that they will
primarily hold the role of facilitator of the reading process, instead of that of an active
participant.
Reading circles “mainly consisted of bringing the established adult literacy
structure of voluntary reading groups into the public schools” (Daniels, 2006, p.10).
The classroom is organized in discussion groups and each member will have a different
role within each group. As reading is one of the less enjoyable activities for students
nowadays, the group dynamics proposed in this activity will boost their motivation and
their willingness to read in the second language.
To sum up, group dynamics, book choice, use of new technologies, and peer
discussion in natural conversations are elements of reading circles that will attract
student‟s interest to L2 reading. [-]
Paraules clau / Matèries
Màster Universitari en Ensenyament i Adquisició de la Llengua Anglesa en Contextos Multilingües | Máster Universitario en Enseñanza y Adquisición de la Lengua Inglesa en Contextos Multilingües | University Master's Degree in English Language Teaching and Acquisition in Multilingual Contexts | Lectura | Enseñanza de la lengua | Lectura en grupo | Lengua inglesa | Reading | Group reading | English | Language acquisition
Descripció
Treball Final de Màster Universitari en Ensenyament i Adquisició de la Llengua Anglesa en Contextos Multilingües (Pla de 2013). Codi: SAY031. Curs: 2015/2016
Tipus de document
info:eu-repo/semantics/masterThesisDrets d'accés
http://rightsstatements.org/vocab/CNE/1.0/
info:eu-repo/semantics/restrictedAccess
info:eu-repo/semantics/restrictedAccess